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Updated API information for K-12 apps

The following API's that we are tracking have been updated (note: external link to ProgrammableWeb)

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Elementary Principals Handbook

Just got my hands on the updated ACSA Elementary Principal's Handbook.  What a fantastic resource!  Even if you are not a principal, but working in a California school as an office manager, CALPADS administrator, program director, etc., this is a resource for you! This revised comprehensive resource for elementary principals offers a wealth of best practices in 300 pages of content PLUS more than 600 additional sample documents, forms and letters available for download.

In addition, if you purchase the binder you get a usb drive along with it that contains literally hundreds of templated forms that you can repurpose for your own needs.  I found the information on Williams Law requirements, SSC by-laws, ELL compliance, dress code, and parent letters especially helpful.  The document does need to be updated to include the new state testing processes, since it still mentions the STAR test, among other things.  But the need for minor updates aside, this is a great resource that should be on all of our bookshelves.

 The link to their online bookstore (remember to get the $45 version with the usb drive!) is here:  http://shop.acsa.org/publications/elementary-handbook/new-elementary-handbook-binder.html

 

-Chris

 

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EVERY STUDENT SUCCEEDS ACT – Update #5

EVERY STUDENT SUCCEEDS ACT – Update #5

The purpose of this letter is to update you on California’s transition to the Every Student Succeeds Act (ESSA). The new federal law provides states with more flexibility to design accountability and systems of support that will align with current California reforms, such as the Local Control Funding Formula (LCFF) and Local Control and Accountability Plans (LCAPs). In this letter, we will provide information about ESSA regulations, the California ESSA State Plan, and ESSA guidance from the U.S. Department of Education (ED).

ESSA Regulations

ESSA regulations are developed by ED to provide clarity to state educational agencies (SEAs) and local educational agencies (LEAs) for implementing the statute. ED has released and collected public comment on three sets of ESSA regulations:

  • Accountability, Data Reporting, and Submission of State Plans
  • Assessment and Innovative Assessment Pilots
  • Supplement Not Supplant

I have submitted responses to each set of regulations in joint letters with State Board of Education (SBE) President Michael Kirst detailing concerns about the proposed regulations and making recommendations to address those concerns. You may review those letters and the proposed regulations on the California Department of Education (CDE) ESSA Web page at http://www.cde.ca.gov/essa. ED has indicated that it plans to address public comment and finalize the regulations by the end of this year. Once the regulations are finalized, the CDE will inform LEAs of the potential impact on California’s implementation of ESSA programs. We are also tracking the transition to a new federal administration and will notify LEAs if this will have an effect on ESSA implementation.

California ESSA Consolidated State Plan

As part of California’s transition to ESSA, California must submit an ESSA State Plan to ED. The State Plan will describe the State’s implementation of standards, assessment, accountability, and assistance programs and will move us toward California’s goal of having a single, coherent local, state, and federal education system. California has elected to submit a consolidated State Plan, which will address several ESSA programs in a coherent and integrated way.

California will not be able to finalize its State Plan until final regulations are available. However, there are many State Plan components that are not contingent upon regulations. Therefore, the CDE is moving forward with the development of the State Plan to ensure stakeholders have sufficient time and opportunity to inform the State Plan, regardless of the status of regulations.

The CDE intends to steadily develop, and make available for public comment, three successive drafts of the plan over the next several months with new plan sections added to the document as new information becomes available.

The first draft of the ESSA Consolidated State Plan was presented to the SBE at its November meeting and is now available for public comment on the CDE Web site at http://www.cde.ca.gov/re/es/toolkit2.asp. To help facilitate local conversations regarding the plan, the CDE has developed the ESSA Stakeholder Engagement Toolkit available on the CDE Web site at http://www.cde.ca.gov/re/es/toolkit.asp. On this Web site you will find the State Plan Development Timeline, overview materials to familiarize stakeholders with the ESSA and State Plan requirements, and a link to the Phase II Toolkit. The Phase II toolkit includes the first draft sections with accompanying overview videos and a link to the public comment survey for stakeholders to provide input on the draft sections. It also includes facilitator instructions to support local stakeholder engagement activities. The public comment survey for the first draft sections opened on November 10, 2016, and will close on December 2, 2016.

CDE staff will provide a live webinar to preview the first draft sections and the engagement toolkit on Thursday, November 17, at 1 p.m. To register for this event, please visit the Webinar Registration Web page at http://bit.ly/2fQCjq6. This webinar will be recorded and archived.

I encourage you to participate in and promote this public comment opportunity and help inform the development of California’s ESSA Consolidated State Plan. We will continue to share information about opportunities to participate in the State Plan development process as more information becomes available.

ESSA Non-regulatory Guidance

The ESSA presents SEAs and LEAs with opportunities to better formulate programs and initiatives to address our biggest challenges: narrowing the achievement and opportunity gap for our students and improving outcomes across the educational spectrum. The recent non-regulatory guidance released by ED, listed below, provides support to LEAs and schools regarding implementation of the ESSA, from expanding early childhood education to better address the needs of foster and homeless children, to strategically leveraging federal funding to better serve all students.

Even though the ESSA will not take full effect until 2017–18, it is important to begin planning for implementation now. We encourage you to review the guidance documents below as you consider ESSA implementation at the local level and as you consider providing public comment on California’s ESSA State Plan.

ESSA Title IV, Part A Non-regulatory Guidance – Student Support and Academic Enrichment Program (October 2016) available at http://www2.ed.gov/policy/elsec/leg/essa/essassaegrantguid10212016.pdf
This guidance outlines how Title IV funds can be leveraged to ensure that students receive a high-quality, well-rounded education. The program activities and allowable uses of funds fall under three categories: well-rounded educational opportunities, safe and healthy students, and effective use of technology.

  • ESSA Early Learning Non-regulatory Guidance – Expanding Opportunities to Support our Youngest Learners (October 2016) available at http://www2.ed.gov/policy/elsec/leg/essa/essaelguidance10202016.pdf
    This guidance explains how to leverage federal funds and programs to expand access to high-quality early learning. It provides real-world examples of how SEAs and LEAs are building successful early education programs. The document addresses the allowable uses of funds under Titles I–III and encourages support for professional development for early childhood educators, alignment between early learning programs and K–12 education systems, and capacity building.
  • ESSA Title I, Part A Non-regulatory Guidance – Supporting School Reform by Leveraging Federal Funds in School Wide Programs (September 2016) available at http://www2.ed.gov/policy/elsec/leg/essa/essaswpguidance9192016.pdf
    This guidance encourages schools to consider consolidating their federal, state, and local funds to gain flexibility and serve all students by operating schoolwide programs. ED outlines the required components for implementation of schoolwide programs, lists allowable uses of funds, and addresses common misunderstandings regarding Title I funding in a schoolwide program.
  • ESSA Title II, Part A Non-regulatory Guidance – Building Systems of Support for Excellent Teaching and Leading (October 2016) available at http://www2.ed.gov/policy/elsec/leg/essa/essatitleiipartaguidance.pdf
    This guidance seeks to support SEAs and LEAs to use Title II, Part A funds more strategically and for greater impact. It clarifies and explains new opportunities and highlights allowable uses of funds, which include developing multiple pathways to teaching, induction and mentorship programs, meaningful evaluation and support systems, and strong leadership development for teachers and school leadership. This guidance also outlines ways to address teacher equity, expand access to effective educators, and retain high-quality teachers in
    high-needs schools.
  • ESSA Title III Programs Non-regulatory Guidance – English Learners and Title 3 (September 2016) available at http://www2.ed.gov/policy/elsec/leg/essa/essatitleiiiguidenglishlearners92016.pdf
    This guidance was designed to support SEAs, LEAs, and schools in thinking through how to best address the opportunity and academic achievement gaps that English learners face. It describes ESSA requirements as well as opportunities to leverage supplemental funds to preserve and build effective language instruction education programs; provide support and professional development to teachers and principals to improve instruction; improve parent, family, and community engagement; promote early learning programs; and support enhanced educational opportunities for immigrant children and youth.
  • ESSA Evidence Non-regulatory Guidance – Using Evidence to Strengthen Educational Investments (September 2016) available at http://www2.ed.gov/policy/elsec/leg/essa/guidanceuseseinvestment.pdf
    No Child Left Behind called for the use of scientifically-based research as the foundation for educational programs and classroom instruction. The ESSA requires that LEAs and schools implement evidence-based measures, particularly in the context of considering interventions that they fund under Titles I–IV. This guidance outlines a framework for evidence-based measures and defines four tiers of evidence: strong evidence, moderate evidence, promising evidence, and practices that demonstrate a rationale.
  • Title VII McKinney-Vento Non-regulatory Guidance – Education for Homeless Children and Youths Program (July 2016) available at http://www2.ed.gov/policy/elsec/leg/essa/160240ehcyguidance072716.pdf
    This guidance reviews the new and amended requirements under the
    McKinney-Vento Act as reauthorized by the ESSA. These changes are focused on identification of homeless children and youth, pre-school aged homeless children, collaboration and coordination with other service providers, professional development and technical assistance, removing enrollment barriers, improving school stability, maintaining privacy of student records, and effectively implementing the dispute resolution process.
  • Ensuring Educational Stability for Children in Foster Care Non-regulatory Guidance (June 2016) available at http://www2.ed.gov/policy/elsec/leg/essa/edhhsfostercarenonregulatorguide.pdf
    Children and youth in foster care represent one of the most vulnerable student subgroups in the country and the ESSA seeks to address their unique needs. The provisions under the ESSA complement the Fostering Connections Act and require SEAs and LEAs to work with child welfare agencies to ensure educational stability for children in foster care. The guidance also provides “spotlights from the field” for SEAs and LEAs to consider in their planning and implementation.

The CDE is committed to providing schools and districts, stakeholders, and members of the public clear and timely communication regarding our state’s transition to ESSA. You can find more information and resources from the CDE and ED on the CDE ESSA Web page available at http://www.cde.ca.gov/essa. I encourage you to join the CDE ESSA listserv to receive e-mail notifications when new information becomes available. To join, please send a blank e-mail message to .

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Aeries Data Entry Guide (2015)

We just posted a wonderful resource sent to us from Redding School District. If you are an Aeries SIS user you will find this data entry guide extremely valuable. And if you don't use Aeries - we need whatever publicly sharable documents you have! (Please no proprietary vendor documents unless they are specifically in the public domain). Registered members of this site can "Add a File" by choosing that link from their "USER" menu. Documents are reviewed to make sure they fit with the document sharing policy of the site and then published in an appropriate category.

Check the downloads area.  It's posted under the "CALPADS" section.  Remember to log in first!Redding USD School Logo open book pages

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Canvas LMS REST API Documentation

https://canvas.instructure.com/doc/api/index.html
I had a few requests at the CETPA conference for the link to the CANVAS LMS API. Here it is!
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This is only funny for CALPADS users . . . .

To my CALPADS colleagues - you've definitely earned your weekend!

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CALPADS Fall 2 for Beginners

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Bloomz - Teacher Parent Communications App

https://www.bloomz.net/
Bloomz makes it easy for Teachers to safely share photos, classroom updates and reach parents instantly through real-time messaging. Parents love it.
Especially cool feature to schedule parent conferences via their app. So easy!
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Guidance on CASEMIS Data Transition

 

October 25, 2016

Dear County and District Superintendents and Charter School Administrators:

Consistent with the State Superintendent’s Blueprint for Great Schools 2.0, the California Department of Education (CDE) continues to streamline the collection of data and increase its quality to facilitate data-driven decision-making in support of continuous improvement at both the state and local levels. The next major step in this ongoing effort is the transition of the California Special Education Management Information System (CASEMIS) data collection into the California Longitudinal Pupil Achievement Data System (CALPADS). The one-time work associated with this transition will translate into ongoing benefits that include reduced data-related workload and increased data quality. Perhaps most importantly, this integration of data will also support programmatic efforts to include students with disabilities (students with individualized education plans or service plans) to a greater extent in the general education environment.

The success of this important effort depends on strong collaboration between the CDE, the Special Education Local Plan Areas (SELPAs), local educational agencies (LEAs), and student information system (SIS) and special education system (SES) vendors. It will be especially critical for local CALPADS and special education staff to receive support to work closely together during and following the transition.

The CDE has developed a high level timeline that includes a test phase in 2018–19 and full implementation in 2019–20. A more detailed timeline is attached. While full implementation is in the future, it is important that LEAs begin now to modify existing business processes to ensure integrity between data maintained by local SIS and SES.

The CDE has already begun discussions with SELPAs and SES vendors, and will begin to reach out to LEA-level special education and CALPADS staff. Please forward this information to key special education staff and CALPADS LEA administrators. Project updates will be provided primarily through the CASEMIS to CALPADS (C2C) Listserv. Information on 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. 

 

For more information, please contact Shiyloh Duncan-Becerril, Administrator, Special Education Division, by phone at 916-327-3547 or by email at ; or Karen Almquist, Administrator, CALPADS/CBEDS/CDS Operations Office, by phone at 916-319-0529 or by email at

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PowerSchool acquires Chalkable

PowerSchool today announced it had acquired Chalkable, a provider of student achievement and regional education data management solutions. The acquisition brings positive behavior intervention and classroom culture into the PowerSchool 'Unified Classroom' Solution to further empower teachers and improve school culture by teaching students' social skills that contribute to good character and a positive classroom environment. "We believe adding PowerSchool's Unified Classroom to current Chalkable solutions will help their teachers more effectively instruct, assess, evaluate, and improve learning outcomes for their students" said Powerschool CEO Hardeep Gulati.

"We believe adding PowerSchool's Unified Classroom to current Chalkable solutions will help their teachers more effectively instruct, assess, evaluate, and improve learning outcomes for their students"

PowerSchool CEO Hardeep Gulati

This is the sixth major software company to be acquired by PowerSchool in the last year. In August, PowerSchool purchased SRB Education Solutions, which provides business management software to school districts in Canada and the U.S. In June, PowerSchool acquired the LMS company Haiku Learning. Its technology allows PowerSchool to offer online content, such as other companies' websites, in a controlled environment. In April, it bought Tienet from Maximus, used to manage special education programs.

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Cooking with CALPADS: Fun with Extracts

There are 9 types of CALPADS Extract files:

cooking_calpads_300.png

1.  ODS Extracts

2.  SSID Extract

3.  Candidate List Extract

4.  Replacement SSID Extract

5.   Rejected Records Extract

6.  Direct Certification Extract

7.  Assessment - Student Results Extract New!

8.  Assessment - Individual Student Results Extract New!

9.  Suspense Resolution Records

 

 

Type #1 - "Operational Data Store or 'O.D.S.' extract" 

Generating an ODS extract is useful if you want to compare the data in CALPADS to what is in your own SIS system.  Since an ODS extract pulls out the "live" data, you can match what is in CALPADS to your own data to make sure you have enrolled or exited all of the students correctly, to identify students who might be participating in a program, determine the EL status, etc.

There are 13 different types of ODS extract files.  They are virtually identical to the files used to upload data to the calpads system from your student information system, with three differences: the ODS Extract file is structured like the input file with the addition of two fields, (A) the upload date and (B) the last date updated, at the end of each record. Additionally, the (C) Record Type Code will have a ‘-R’ appended to the Input Record Type Code.

ODS Extract Record Type Codes

#

Record Type

Input Record Type Code

ODS Extract Record Type Code

1

SSID Enrollment

SENR

SENR-R

Student Information

SINF

SINF-R

3

Student English Language Acquisition

SELA

SELA-R

4

Student Program

SPRG

SPRG-R

5

Student Discipline

SDIS

SDIS-R

6

Student Waivers

SWAV

SWAV-R

7

Staff Demographics

SDEM

SDEM-R

8

Staff Assignment

SASS

SASS-R

9

Course Section Enrollment

CRSE

CRSE-R

10

Course Section Completion

CRSC

CRSC-R

11

Student Course Section Enrollment

SCSE

SCSE-R

12

Student Course Section Completion

SCSC

SCSC-R

13

Student Career Technical Education

SCTE

SCTE-R


 

Type #2 - "SSID extract"

An LEA may request an extract of their "State Student Identifier Number" or "SSID" information from the CALPADS portal. CALPADS will create the extract file according to the user’s specified selection criteria. The SSIDs in the file may be imported into a local student information system and/or used locally on the user’s personal computing system.

The file will contain a list of SSIDs and limited demographics based on the selected filter criteria defined by the LEA. CALPADS will extract ONLY THE SSIDs associated with the students currently enrolled in the LEA. The content of the SSID Extract file is listed in the table below.

SSID Extract Record Layout

#

CALPADS File Element

Field Type

Max Length

Business Rule

Reporting LEA

CS

7

This will default to the institution identifier of the User ID. May not be blank.

School of Attendance

CS

7

The 7 digit code associated with the student’s school of attendance. May not be blank.

SSID

CS

10

The SSID for the student. If the SSID associated with the enrollment is retired, the system will populate the SSID field with the active SSID associated with the retired SSID. May not be blank.

Local Student ID

CS

16

The student’s Local Identifier associated with the enrollment. May not be blank.

Student Legal Last Name

CS

50

The Legal Last Name of the student. May not be blank.

Student Legal First Name

CS

30

The Legal First Name of the student. May not be blank.

Student Legal Middle Name

CS

30

The Legal Middle Name of the student. May be blank.

Gender Code

CS

1

The Gender Code of the student. May not be blank.

Student Birth Date

DT

8

The Birth Date of the student. May not be blank.

10 

Enrollment Start Date

DT

8

The Enrollment Start Date of the student. May not be blank.

11 

Grade Level Code

CS

2

The Grade Level of the student. May not be blank.

12 

English Language Acquisition  Status Code

CS

4

The most recent English Language Acquisition Status Code from SELA table in ODS.

13 

English Language Acquisition Status Start Date

DT

8

The most recent English Language Acquisition Status Start Date from SELA table in ODS.

14 

Primary Language

CS

2

The most recent value from SELA table in ODS.

15 

Date SSID Created

DT

8

The date the SSID enrollment was created in CALPADS. May not be blank.

 

 


Type #3 - "Candidate List extract (SECL)"

 An LEA may request a Candidate List Extract file for a specified SSID batch submission. The extract file will contain data an LEA may use with their local computing environment to analyze and select SSID candidates provided by CALPADS. The LEA can then upload a response file (see SSID Enrollment Candidate List Response section below) of resolved candidates to CALPADS for processing.

Candidate List Extract Record Layout

#

CALPADS File Element

Field Type

Max Length

Business Rule

Record Type Code

CS

4

A category describing the type of data record being submitted SECL.

Request ID

CS

36

CALPADS assigned unique ID associated with the SSID request candidate list of selection records generated based on the SSID request submission. The Request ID links the SSID request candidate list records to the original SSID Request record.

May not be blank.

Job ID

CS

36

The Job ID associated with the Candidate List. May not be blank.

Request Record Type

CS

20

The type of the record in the Candidate List. The values may include Request, Candidate, New, and None. May not be blank.

Select Flag

CS

1

The flag will be set to “Y” to indicate the candidate record selected by the LEA. This field will be blank in the extract file. Only one candidate record per Request ID may be selected. Valid values are “Y” or blank

Candidate Score

CS

3

The matching score of the candidate. Only populated when record type equals Candidate.

Student Local ID

CS

16

The Local Identifier of the candidate record or request record.

SSID

CS

10

The SSID for the student. This will only be populated when field Request Record Type equals “Candidate”.

Student Legal Last Name

CS

50

The Legal Last Name of the request record or candidate. May not be blank.

10 

Student Legal First Name

CS

30

The Legal First Name of the request record or candidate. May not be blank.

11 

Student Legal Middle Name

CS

30

The Legal Middle Name of the request record or candidate. May be blank.

12 

Student Legal Name Suffix

CS

10

The Legal Name Suffix of the request record or candidate. May be blank.

13 

Student Alias First Name

CS

30

The Alias Last Name of the request record or candidate. May be blank.

14 

Student Alias Middle Name

CS

30

The Alias First Name of the request record or candidate. May be blank.

15 

Student Alias Last Name

CS

50

The Alias Middle Name of the request record or candidate. May be blank.

16 

Student Birth Date

DT

8

The Birth Date of the request record or candidate. May not be blank.

17 

Student Gender Code

CS

1

The Gender Code of the request record or candidate SSID. May not be blank.

18 

Student Birth Country Code

CS

2

The Birth Country Code of the request record or candidate. May not be blank.

19 

Student Birth State Province Code

CS

6

The Birth State Province Code of the request record or candidate. May be blank.

20 

Primary Language Code

CS

2

The Primary Language Code of the request record or candidate. May not be blank.

21 

Reporting LEA

CS

7

The 7 digit Reporting LEA code of the request record or candidate. May not be blank.

22 

School of Attendance

CS

7

The 7 digit School of Attendance code of the request record or candidate. May not be blank.

23 

Enrollment Start Date

DT

8

The Enrollment Start Date of the request record or candidate. May not be blank.

24 

Enrollment Exit Date

DT

8

The Enrollment Exit Date of the request record or candidate. May be blank.

25 

Grade Level Code

CS

2

The Grade Level Code of the request record or candidate. May not be blank.

 

SSID Enrollment Candidate List Response

The following sections describe the process and file layout associated with the offline resolution of the Candidate List. This process will allow an LEA to resolve the Candidate List outside of CALPADS through use of a local automated or manual process. The resolved Candidate List, the Candidate List Response file, may then be uploaded to CALPADS for processing of the selected candidate records. This upload process is available only to authorized LEA users granted the appropriate user role by the local LEA Administrator.

After the Candidate List is resolved offline, the LEA creates the Candidate List Response file and uploads the file to CALPADS for processing. CALPADS will process the file and produce one of the following results:

• If errors exist, an error message is generated and the LEA is informed that changes are required 

• If no errors exist, CALPADS will update the disposition of each SSID request in the ODS

Candidate List Response File Content

The Candidate List Response file will contain the resolution of the candidates included in the original Candidate List extract file. The Candidate List Response file will be produced by the LEA. The Candidate List Response file must adhere to the following rules:

• The Candidate List Response file must contain all records included in the original extract file

• The records in the file do not have to be in any particular sequence

• One and only one Select Flag field may contain “Y” for each SSID request candidate list group (where the Request ID fields are the same value).

The content of the Candidate List Response file is listed in Table 42 below.

Candidate List Response File Content

#

CALPADS File Element

Field Type

Max Length

Business Rule

Record Type Code

CS

4

A category describing the type of data record being submitted - SECL

Request ID

CS

36

CALPADS assigned unique ID associated with the SSID request candidate list of selection records generated based on the SSID request submission. The Request ID links the SSID request candidate list records to the original SSID Request record.

May not be blank.

Job ID

CS

36

The Job ID associated with the Candidate List. May not be blank.

Request Record Type

CS

20

The type of the record in the Candidate List. The values may include Request, Candidate, New, and None. May not be blank.

Select Flag

CS

1

The flag will be set to “Y” to indicate the candidate record selected by the LEA. This field will be blank in the extract file. Only one candidate record per Request ID may be selected. Valid values are “Y” or blank

Candidate Score

CS

3

The matching score of the candidate. Only populated when Request Record Type equals “Candidate”.

Student Local ID

CS

16

The Local Identifier of the candidate record or request record.

SSID

CS

10

The SSID for the student. This will only be populated when Request Record Type equals “Candidate”

Student Legal Last Name

CS

50

The Legal Last Name of the request record or candidate. May not be blank.

10 

Student Legal First Name

CS

30

The Legal First Name of the request record or candidate. May not be blank.

11 

Student Legal Middle Name

CS

30

The Legal Middle Name of the request record or candidate. May be blank.

12 

Student Legal Name Suffix

CS

10

The Legal Name Suffix of the request record or candidate. May be blank.

13 

Student Alias First Name

CS

30

The Alias Last Name of the request record or candidate. May be blank.

14 

Student Alias Middle Name

CS

30

The Alias First Name of the request record or candidate. May be blank.

15 

Student Alias Last Name

CS

50

The Alias Middle Name of the request record or candidate. May be blank.

16 

Student Birth Date

DT

8

The Birth Date of the request record or candidate. May not be blank.

17 

Student Gender Code

CS

1

The Gender Code of the request record or candidate SSID. May not be blank.

18 

Student Birth Country Code

CS

2

The Birth Country Code of the request record or candidate. May not be blank.

19 

Student Birth State Province Code

CS

6

The Birth State Province Code of the request record or candidate. May be blank.

20 

Primary Language Code

CS

2

The Primary Language Code of the request record or candidate. May not be blank.

21 

Reporting LEA

CS

7

The 7 digit Reporting LEA code of the request record or candidate. May not be blank.

22 

School of Attendance

CS

7

The 7 digit School of Attendance code of the request record or candidate. May not be blank.

23 

Enrollment Start Date

DT

8

The Enrollment Start Date of the request record or candidate. May not be blank.

24 

Enrollment Exit Date

DT

8

The Enrollment Exit Date of the request record or candidate. May be blank.

25 

Grade Level Code

CS

2

The Grade Level Code of the request record or candidate. May not be blank.

 

 


 

Type #4 - "Replacement SSID extract"

 Honestly, I don't know why you would need this extract?


 

Type #5 - "Rejected records extract"

An LEA may request an extract of the rejected records for a specific batch submission. The data in the file may be used locally on the user’s personal computing system for analysis and resolution of errors.

The following record types will follow the Rejected Records Extract format described in this section:

• SENR (SSID Enrollment)

• SINF (Student Information)

• SPRG (Student Program)

• SDIS (Student Discipline)

• SWAV (Student Waivers)

• SDEM (Staff Demographics)

• SASS (Staff Assignment)

• CRSE (Course Section Enrollment)

• CRSC (Course Section Completion)

• SCSE (Student Course Section Enrollment)

• SCSC (Student Course Section Completion)

• SCTE (Student Career Technical Education)

• SELA (Student English Language Acquisition)

Record Layout

The Reject Record Extract file layout for each file type above will follow the same structure as their corresponding input file format as documented in the CALPADS File Specification (CFS) document with the addition of the following six fields identified in Table 61:

Rejected Records Extract Record Layout

#

CALPADS File Element

Field Type

Max Length

Business Rule

Error Code

CS

2

The error code associated with the record. For example 1 for Invalid Submitter error.

Error Severity

CS

1

The error severity associated with the error (e., warning or fatal).

Error Description

CS

50

The description associated with the error code assigned to the record.

Field Name

CS

50

The field name that failed validation checks and resulted in the error code.

Field Value

CS

50

The field value that failed validation checks and resulted in the error code.

 

The following two fields exist in each record type and will contain the following:

•   Record Type Code will have a "-E" appended to the input Record Type Code value.

•   Transaction Type Code will be blank.

• File Format

The extract file created will be in caret delimited format. The structure of the file will conform to the order and data type listed in the previous section. The date formats will follow the same formats required for the CALPADS File Formats (Format: CCYYMMDD, e.g. 20081025). For example:

Record Type

Caret Delimited Fields

SDEM

Record Type Code = “SDEM-E”

Transaction Type Code = Blank

All other fields for record type as defined in the CFS

Error Code

Error Severity

Error Description

Field Value

CRSE

Record Type Code = “CRSE-E”

Transaction Type Code = Blank

All other fields for record type as defined in the CFS

Error Code

Error Severity

Error Description

Field Value

 

 


Type #6 - "Direct Certification extract"

 

An authorized LEA may request an extract of their direct certification results through the CALPADS on-line portal for all their primary enrolled students. CALPADS will create the extract file according to the user’s specified selection criteria.

The fields displayed in Table 71 below can be selected to filter the content of the data included in the Direct Certification Extract file.

Table 71: Direct Certification Extract Selection Criteria

Field

Default

Clarification

Reporting LEA

Default LEA

LEA defaults based on the Job ID selected. (Required)

School of Attendance

All

The LEA may select all schools or only one school to be included in the file.

Enrollment Status Code

10 “Primary enrollment”

Selection includes ONLY primary enrollments

Certification Status

All (checkbox for S, O, and N are all checked)

The LEA may select all certification statuses or only select certification statuses to be included in the file.

Record Layout

The file will contain the direct certification results for:

•   all students “currently” enrolled within the requesting LEA that have a “primary” enrollment status regardless of when the enrollment begins (includes pre-enrolled students)

or

•   all primary (enrollment status = 10) enrollments where exit code = E155 (YearEndEnrlmntExitSameSchl) AND the exit date for that enrollment is less than 1 year. The content of the Direct Certification file is listed in the table below.

Direct Certification Extract Record Layout

#

CALPADS File Element

Field Type

Max Length

Business Rule

1

Academic Year ID

CS

9

Format: CCYY-CCYY (ex. 2014-2015) Indicates the school year associated with the file. May not be blank.

2

Reporting LEA

CS

7

This will default to the institution identifier of the User ID. May not be blank.

3

School of Attendance

CS

7

The 7 digit code associated with the student’s school of attendance. May not be blank.

4

Local Student ID

CS

16

The student’s Local Identifier associated with the enrollment. May not be blank.

5

SSID

CS

10

The SSID for the student. May not be blank.

6

Student Legal First Name

CS

30

The Legal First Name of the student. May not be blank.

7

Student Legal Middle Name

CS

30

The Legal Middle Name of the student. Optional and may be blank.

8

Student Legal Last Name

CS

50

The Legal Last Name of the student. May not be blank.

9

Certification Date

DT

8

The date the student was certified eligible for NSLP. May not be blank.

10

Certification Status

CS

1

“S” in field 10 means that the student is eligible for free lunches through the SNAP program.

 “O” in field 10 means the student is eligible for free lunches through either TANF or MediCAL. This value will replace M for O for LEAS participating in the MediCAL Pilot Program. All other LEAs will have T values displayed as O.

“N” in field 10 means that the student is Not Eligible for free lunches.

 

 


 

Type #7 - "Assessment - Individual Student Profile Extract"

An LEA may request an extract of the historical assessment data contained in the AADS for each student enrolled in the LEA as of the date selected. The extract file will contain only matched student assessment records and can serve as an expanded alternative to exporting Report 40.1 Individual Student Profile Assessments, which provides currently enrolled student profiles.

The selection criteria identified will be used to generate the AADS Download extract files; however, not all of these criteria will be included in the extract itself.

Individual Student Assessment Profile Extracts Selection Criteria

Item

Record Type

Selection Criteria

1

Individual Student Assessment Profile

Selection Criteria Options:

• As of Date enrolled students

• Assessment Year (multi select)

• Reporting LEA

• School

• Program

• Test Type/Purpose (Assessment)

• Test Content Area

• Test Name

• Grade

• Gender

• Ethnicity/Race

• English Language Acquisition Status

• Primary Language

• Title III Eligible Immigrant

• Title I Part C Migrant

• Socio-economically Disadvantaged

• Special Education

• Gifted and Talented

• Student SSID

• Local Student ID

 


 

Type #8 - "Assessment - Student Results Extract"

 An LEA may request an extract of the details of each assessment contained in the AADS for each student enrolled in the LEA as of a select Academic Year.

Selection Criteria

The selection criteria identified in the table below will be used to generate the AADS Download extract files:

Table 101: Student Results Extracts Selection Criteria

Item

Record Type

Selection Criteria

1

Assessment Student Details

Selection Criteria Options:

• Program

• Administration

• Academic Year

• Reporting LEA

• School

• Performance Level

• Result

• Student SSID

• Local Student ID

 

Record Layout

The file will contain a list of SSIDs, limited demographics, and associated assessment data based on the selected filter criteria defined by the LEA. CALPADS will extract the assessment data associated with the students tested at the LEA as of the select Academic Year, regardless of whether the Assessment Record was matched to an ODS record. This extract is intended to inform the LEA of the content imported for the requested testing administration. The content of the Student Results Extract file is listed in the table below.

File Transmission

The generated file will be available for download through CALPADS via the View Student Results > screen button. The file will not be transmitted via email, but may be transmitted through the approved SFTP process for larger LEAs.

 

 


 

Type #9 - "Assessment - Student Results Extract"

An LEA may request a Suspense Resolution Records extract file for a specified assessment Program and Administration. The extract file will contain student assessment results records that were not matched when vendor assessment data was loaded. An LEA may use their local computing environment to analyze and select an SSID enrollment to resolve the suspense. The LEA can then upload a file (see Suspense Resolution Records Response section below) of resolved student assessment suspense records to CALPADS for processing.

The Suspense Resolution Records extract file contains assessment results records that are in suspense. The content of the Suspense Resolution Records extract file is listed in Table 10-1 below.

Suspense Resolution Extract Record Layout

#

CALPADS File Element

Field Type

Max Length

Business Rule

Record Type Code

CS

4

A category describing the type of data record produced SUSP

Program

CS

1

The Program to which the suspense record belongs.

May not be blank.

Administration

CS

10

The Program Administration to which the suspense record belongs.

May not be blank.

Administration Date

DT

8

The date used by CALPADS to validate a student’s enrollment during the Program Administration. (See Glossary: Verification of Enrollment) Format: CCYYMMDD

May be blank.

Student Local ID

CS

16

The student’s Local Identifier in the suspense record.

May be blank.

SSID

CS

10

The student’s SSID in the suspense record.

May be blank.

Student Legal Last Name

CS

50

The Last Name in the suspense record for the student.

May be blank.

Student Legal First Name

CS

30

The First Name in the suspense record for the student.

May be blank.

Student Legal Middle Name

CS

30

The Middle Name in the suspense record for the student.

May be blank.

10 

Student Birth Date

DT

8

The Date of Birth Year, Month, and Day in the suspense record for the student. Format: CCYYMMDD

May be blank.

11 

Student Gender Code

CS

1

The Gender in the suspense record for the student.

May be blank.

12 

Reporting LEA

CS

7

The County/District code in the suspense record for the student’s enrollment.

May be blank.

13 

School of Attendance

CS

7

The School code in the suspense record for the student’s enrollment.

May be blank.

14 

Enrollment Start Date

DT

8

Will be blank.

15 

Enrollment Exit Date

DT

8

Will be blank.

16 

Grade Level Code

CS

2

The Grade in the suspense record for the student.

May be blank.

17 

Suspense Resolution

CS

3

Will be blank.

18 

Unique Identification Number

CS

20

The UIN of the assessment record from the vendor. Will not be blank.

19 

Suspense Reason

CS

20

Will not be blank.

 

Suspense Resolution Records Response File Content

• The Suspense Resolution Records response file will contain the resolution of the suspense records included in the original Suspense Resolution Records extract file. The Suspense Resolution Records response file will be produced by the LEA.

The content of the Suspense Resolution Records response file is listed in the table below.

Suspense Resolution Records Response File Content

#

CALPADS File Element

Field Type

Max Length

Business Rule

Record Type Code

CS

4

A category describing the type of data record being submitted SUSP

May not be blank. Must be same as in Extract.

Suspense Record ID

CS

36

CALPADS assigned unique ID associated with the assessment suspense record. The Suspense Record ID links the suspense record to the correction record. It must be the same ID received in the suspense record.

May not be blank. Must be same as in Extract.

Program

CS

1

The Program to which the correction record belongs.

May not be blank. Must be same as in Extract.

Administration Code

CS

10

The Administration Code of the Program to which the correction record belongs.

May not be blank. Must be same as in Extract.

Administration Date

DT

8

The date used by CALPADS to validate a student’s enrollment during the Program Administration. (See Glossary: Verification of Enrollment)

May be blank. Must be same as in Extract.

Student Local ID

CS

16

The Local Identifier of the correction SSID.

May not be blank.

SSID

CS

10

The SSID for the correction record.

May not be blank.

Student Legal Last Name

CS

50

The Legal Last Name of the correction SSID.

May not be blank.

Student Legal First Name

CS

30

The Legal First Name of the correction SSID.

May not be blank.

10 

Student Legal Middle Name

CS

30

The Legal Middle Name of the correction SSID.

May be blank.

11 

Student Birth Date

DT

8

The Birth Date of the correction SSID.

May not be blank.

12 

Student Gender Code

CS

1

The Gender Code of the correction SSID.

May not be blank.

13 

Reporting LEA

CS

7

The 7 digit Reporting LEA code of the correction SSID enrollment.

May not be blank.

14 

School of Attendance

CS

7

The 7 digit School of Attendance code of the correction SSID enrollment.

May not be blank.

15 

Enrollment Start Date

DT

8

The Enrollment Start Date of the correction SSID enrollment.  Format: CCYYMMDD

May not be blank.

16 

Enrollment Exit Date

DT

8

The Enrollment Exit Date of the correction SSID enrollment. Format: CCYYMMDD

May be blank.

17 

Grade Level Code

CS

2

The Grade Level Code of the correction SSID enrollment.

May not be blank.

18 

Resolution Code

CS

2

Valid codes:

Match = 10

Not Mine = 20

May not be blank.

19 

Unique Identification Number

CS

20

The UIN of the assessment record from the vendor. May not be blank.

20 

Suspense Reason

CS

20

May not be blank.

 

 

 

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Site Updates: List of District Systems

We've updated the list of systems displayed on each school district page.  Each one now lists the following systems:

 

After School Programs

Athletics/Sports Management

Behavior/Discipline

College/Career Planning

Family Notification

Fees Management

Finance

Food Services

Health Management

Help Desk System

Human Resources

Learning Management System

Mobile Device Management

Safety/Security

Service Hours Tracking

Special Ed / IEP

Student Assessment System

Student Information System

Student Registration

Substitute Management

Textbook Management

Transportation

Website

 

The updated survey asks for input on each of these categories, so we will update the database as information comes in.


Check the completeness and accuracy of my district.

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AB2329 will Develop Computer Science Strategic Plan

In the last hours of the California legislative session, AB 2329 passed unanimously in both the Senate and Assembly and is now headed to the Governor! If you are so inclined, you can call or write letters to the Governor urging his signature on this important effort to develop a strategic plan for equity in computer science education in California.  Here is a sample letter from the bill’s sponsor, Assemblywoman Bonilla, urging the Governor to sign AB2329.

TechNet, along with a wide array of education and industry supporters applaud the California state legislature for approving AB 2329, legislation which would develop a comprehensive plan for computer science education across the state.
 
Sponsored by Assemblywoman Susan Bonilla, Assembly Bill 2329 would establish a diverse advisory panel to develop a statewide computer science strategic plan, ensuring there is engagement from multiple stakeholders, including parents, teachers, students, advocates, policymakers, and leaders from state and local government.
 
AB 2329
This legislation ensures that California will have a statewide strategic plan that considers the following issues:

  • Who can teach computer science and with what credentials;
  • How to increase the pool of teachers;
  • What computer science standards drive instruction; and
  • How to encourage students to take computer science classes.

 
TechNet’s California Executive Director Andrea Deveau co-authored an op-ed in the Sacramento Beeon the importance of passing this legislation with Julie Flapan, executive director of the Alliance for California Computing Education for Students and Schools. 

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CALPADS Fall 1 Training sessions now open!

Dear LEA Representative,

CALPADS Fall 1 training sessions are now open for registration. Please be sure to select the appropriate class that aligns best with your CALPADS experience. Classes will be added to the schedule as needed to accommodate the demand.

To obtain detailed information about class descriptions and the target audiences for each class offered, please see the CALPADS Course Catalog on the FCMAT/CSIS Web site at http://csis.fcmat.org/Pages/Course-Catalog.aspx.

All of the training sessions will be held via Microsoft Lync Internet conferencing. The training material, along with instructions regarding how to access the Web conference, will be sent one day prior to each training date.

You may enroll in a training session via the FCMAT/CSIS Training Web site (see below). When you enroll, please be sure to note the training date on your calendar. Once you have enrolled in a training session, you will no longer see the "Enroll" button for that particular training session. (There will be a "Dis-enroll" button, should you no longer wish to be enrolled.) Please share this information with others in your agency where appropriate.

COURSE TITLES:

The following table lists available Fall 1 courses for CALPADS 2016 and the recommended target audience for each:

Training Sessions Recommended Target Audience
Fall 1 - Reporting and Certification New staff and experienced staff needing a refresher;
Fall 1 - Advanced Reporting and Certification Experienced staff who successfully completed Fall 1 last year

 

TRAINING REGISTRATION:

You must have an account for the FCMAT/CSIS Web site in order to register for training.

The training registration process will require logging in to the FCMAT/CSIS Web site. If you do not have an account for the FCMAT/CSIS Web site, you will need to register for one: See the FCMAT/CSIS document entitled How to R=

egister for an Account on the FCMAT-CSIS Web site at http://csis.fcmat.org/Documents/Documentation/How-To-Register-For-A-FCMAT-CSIS-Website-Account.pdf.

Once you have an account, you can register for training sessions.

To register for the Fall 2016 CALPADS training sessions, visit the FCMAT/CSIS training Web page at http://csis.fcmat.org/Pages/Trainings.aspx.

Should you have any questions, please contact the CALPADS Service Desk via either of these methods:

  1.  Submitting a service request ticket via the CALPADS Service Request form at http://www2.cde.ca.gov/calpadshelp/default.aspx

  2.  E-mailing <;mailto:v>

Thank you,

CALPADS Team

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Great book on using data to drive solutions . . .

Viktor Mayer-Schonberger and Kenneth Cukier’s Big Data: A Revolution That Will Transform How We Live, Work and Think unveils the future possibilities of building on the analysis of vast amounts of data. Hypothetical correlation goes out the window, and the new methodology behind datafication opens new possibilities for companies and governments (and schools) in the 21st century. The authors explain the importance of this data-driven approach, how messiness trumps exactitude, and the unlimited potential for many of data completeness. They also illustrate how searches on Google open new possibilities, but caution of the dark future of shattered privacy that could prevail as depicted in movies like Minority Report.

Each of the 10 chapters makes a main point about “Big Data” and its implications. The authors discuss the significance of sampling vast amounts of data, the prominence of datafication, the value of data, the risks of data, and the tools needed to control a data-driven society that is able to intrude on everyone’s privacy. They suggest that Farecast, a company that tells online buyers if prices are more likely to rise or fall before their scheduled trips “is the epitome of a big-data company and an example of where the world is headed” (p. 5). If all goes well, data companies will generate greater growth and affluence globally.

Very much worth a read . . .

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California Community Colleges Online Education Initiative (OEI) Selects SmarterMeasure™ for Online Learning Diagnostic Assessment

All California Community Colleges can now utilize an online assessment tool designed to improve learning outcomes in online courses. The assessment tool, called SmarterMeasure™ Learning Readiness Indicator, was created by eLearning applications provider SmarterServices™. This agreement came about through a partnership between the California Community Colleges Online Education Initiative (OEI) and the Foundation for California Community Colleges (Foundation). 

SmarterMeasure™ Learning Readiness Indicator™ is a web-based, diagnostic assessment that evaluates multiple factors related to education and student success, including learning styles, life factors, individual attributes, technical competency and knowledge, on-screen reading rate and recall, and typing speed and accuracy. "Since 2002, 3.7 million students have taken the SmarterMeasure™ assessment and have received guidance and resources mapped to their scores to help them succeed," said Dr. Mac Adkins, CEO & founder of SmarterServices. 

SmarterServices and the SmarterMeasure™ Learning Readiness Indicator were originally only available to select Online Education Initiative pilot colleges, but are now available to the entire California Community College system through the Foundation's systemwide purchasing program, CollegeBuys, which offers significant discounts on a wide range of educational products for colleges. "Online student readiness is one of the most important factors that will impact whether or not a student will succeed in a course," said Pat James, OEI's executive director. "Making SmarterMeasure™ available to all California Community Colleges allows these students to be fully informed about their individual challenges with online learning." 

Students can use the results of these assessments to understand their own strengths and weaknesses and seek help. Administrators are empowered to better identify at-risk students, provide remedial help to meet specific student needs, and ultimately improve retention.

The SmarterMeasure™ assessment is part of Quest for Online Success, a learning program developed by the OEI to prepare students to succeed in online education. Online student success and retention rates have been consistently lower in online learning environments than in traditional academic settings, and the Quest for Online Success program aims to address these discrepancies. SmarterMeasure™ joins a burgeoning suite of tools designed to serve online counseling, online course preparation, online tutoring, and proctoring needs. These tools have been identified in partnership with the OEI and community college practitioners.

For more information about SmarterMeasure™, visit smartermeasure.com.

For more information about the Online Education Initiative, a project of the California Community Colleges Chancellor's Office, visit ccconlineed.org.

For information about CollegeBuys products offerings, please visit foundationccc.org/CollegeBuys

About SmarterServices, LLC 
SmarterServices™ offers a suite of eLearning applications that empower nearly 600 educational institutions—K-12 schools, colleges, universities—to organize and analyze relevant data about students, teachers, employees, and curriculum. Our data-driven solutions include assessments that measure learner readiness, non-cognitive skills, and CBE readiness and an exam proctoring management tool. As a result, clients can more intelligently form strategic plans, maximize efficiency, and foster formative learning. Since 2002, over 3.7 million students have benefited from SmarterServices.

About the Online Education Initiative 
The Online Education Initiative is a collaborative effort among California Community Colleges (CCCs) to ensure that significantly more students are able to complete their educational goals by increasing both access to and success in high-quality online courses. OEI is a project of the California Community Colleges Chancellor's Office, administered by the Foothill-De Anza Community College District, in partnership with the Butte-Glenn Community College District and the CCC Technology Center at Butte College.

About the Foundation for California Community Colleges 
The Foundation for California Community Colleges is the official nonprofit foundation to the California Community Colleges Board of Governors and Chancellor's Office. The Foundation's mission is to benefit, support, and enhance the missions of the California Community Colleges system, the largest higher education system in the nation. Incorporated in 1998, the Foundation works with community colleges and partner organizations to manage donations, grants, programs, and services that drive excellence in education. Since inception, the Foundation has provided over $250 million in direct grants, support, and cost savings to California Community Colleges. The Foundation is a 501(c)(3) tax exempt nonprofit corporation and receives no direct state support.

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ELPAC website goes live!

The new Web site for the English Language Proficiency Assessments for California (ELPAC) is now available at www.elpac.org. This Web site provides support to local educational agencies for the administration and training of the ELPAC. The Web site serves as a portal for general information, manuals, instructions, training videos, announcements, event opportunities information, and calendar.

If you have any questions regarding the Opportunities Web page, please contact Jackie Adams, Project Specialist, Sacramento County Office of Education, by phone 916-228-2207 or by e-mail at .

The English Language Proficiency Assessments for California (ELPAC) will be the successor to the California English Language Development Test (CELDT). The CELDT is the current required state test for English language proficiency (ELP) that must be given to students whose primary language is a language other than English.

State and federal law require that local educational agencies administer a state test of ELP to eligible students in kindergarten (or year one of a two-year kindergarten program sometimes referred to as "transitional kindergarten") through grade twelve. The California Department of Education (CDE) is transitioning from the CELDT to the ELPAC as the state ELP assessment by 2018. The ELPAC will be aligned with the 2012 California English Language Development Standards, and will be comprised of two separate ELP assessments:

 

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CALPADS Fall 1 Training News!

(Note: Original Source:  CALPADS Email from August 5, 2016 )

It’s time to begin preparations for the 2016 Fall 1 CALPADS data collection! This communication serves to announce the initial 2016–17 CALPADS training schedule and remind LEAs of the importance of training and the appropriate class sequence. 

The 2016–17 schedule starts off with offering the Essential 2 and Essential 3 courses, along with a new course regarding CALPADS documentation. The first Fall 1 training session will occur the week of September 12. Registration availability for the Fall 1 sessions will be posted in the beginning of September.

NEW COURSE 

The Guide to CALPADS Documentationtraining sessionwill familiarize users with CALPADS documentation and support tools. In this session, we will review the purpose of the CALPADS documents, how they are used, how they link together, and where you can find them. This is not a required course for the Training Recognition award, but this course is highly recommended if you want to better understand how to get the most out of the documentation. 

NEW STAFF 

If you are new to CALPADS, you are expected to take the CALPADS Essential classes (course numbers 2–4) to become familiar with the CALPADS functionality. These Essential classes provide the foundation necessary to prepare for the specific data collections (Fall 1, Fall 2, etc.) as well as to prepare for the steps in Statewide Student Identifier (SSID) requests and Anomaly resolution. Once the Essential 2–3 classes are completed, you should attend the Fall 1 Reporting & Certification class. After the Fall 1 submission is well under way, you should attend the Essential 4 and Fall 2 classes. Additionally, the Q&A sessions listed in the schedule complement your learning experience and allow an opportunity to talk with support staff. The Q&A sessions require registration and are available to anyone, regardless of your training level. 

EXPERIENCED STAFF 

CALPADS users who completed the Fall 1 data submission last year do not need to take the Essential classes unless they feel that a repeat will be beneficial. The Fall 1 Advanced class was created for staff who have a strong understanding of the data submission process and want to learn about changes in the current year. 

SELF-PACED TRAINING 

Self-Paced modules for all the training sessions are available for everyone. The Self-Paced modules are a good alternative to the presenter-led sessions when you want to learn on your own, need a refresher on a particular topic, or can’t find time to attend the live sessions. We request that users register for the Self-Paced modules, so that we can update our records to reflect who has attended training. Self-Paced Registration can be found here: http://csis.fcmat.org/Pages/Self-Paced-Training.aspx. The Self-Paced content for Fall 1 will be updated by the end of November. 

CLASS ENROLLMENT 

To obtain detailed information about class descriptions and the target audiences for each class offered, please visit the FCMAT/CSIS Class Descriptions Web page at: http://csis.fcmat.org/Pages/Course-Catalog.aspx. All of the sessions will be held via Microsoft Skype Internet conferencing. The training material, along with instructions regarding how to access the Web conference, will be sent one day prior to each training date. 

COURSE TITLES 

The following table depicts available courses for CALPADS 2016 training sessions and the recommended target audience for each course: 

Guide to CALPADS Documentation 

Essential 1 – CALPADS Data Coordinator Orientation 

Essential 2 – Features, Code Mapping, and User Access 

Essential 3 – SSID Requests, Enrollment and Maintenance 

Essential 4 – SSID Anomalies 

Fall 1 – Reporting and Certification 

Fall 1 Advanced – Reporting and Certification 

 

TRAINING REGISTRATION / VIEWING AVAILABLE COURSES: 

You must have an account for the FCMAT/CSIS Web site in order to register for training. 

To register for the 2016 CALPADS training sessions, visit the FCMAT/CSIS CALPADS Training http://csis.fcmat.org/Pages/Trainings.aspx] Web page. 

If the list of available courses exceeds more than one Web page, you will see pagination links at the bottom of the Web page. If these pagination links are visible: Simply click on the links to view additional classes. See the screen shot below. 

To dis-enroll from a class, please log in to the Web site and click on the “Disenroll” button next to the class in which you had previously enrolled. 

CALPADS Training Preparation 

FCMAT/CSIS Microsoft Skype will host the online training sessions. Please pay attention to the Training Reminder e-mail which is sent two days prior to the course start date: This e-mail contains the session link to join the training. 

Thank you,

FCMAT/CSIS Training Team

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ESSA Update - August 3rd, 2016

Golden State vs. the Feds! - Or, How Best to Reconcile the LCFF/LCAP Stuff with the New Federal Regulations.

The State Superintendent of Public Instruction (SSPI) and the State Board of Education (SBE) President Michael Kirst jointly signed a letter in response to the proposed regulations for ESSA accountability, data reporting, and submission of state plans, detailing concerns about the proposed regulations and making recommendations to address those concerns. The letter was submitted through the Federal Register on August 1 and may be viewed on the CDE Response to ESSA Proposed Regulations Web page.

The new ESSA regulations are chalk full of new requirements for state data reporting, accountability, working with struggling students, and even report cards.  The new Federal requirements also encourage (require?) a single rolled-up school "score" (much like California's recently abandoned API scores).  California thinks it's adoption of new multiple measures are a step up/beyond a single measure (and I agree!)

I actually agree with all of the suggestions that Superintendent Torlekson and Board President Kirst are suggestion in the letter.  Don't really want to go back to a single number as a measure of a total school's achievements . . .

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CALPADS Update #119

In this update:  

1.  New CALPADS maintenance window

2.  Reporting Disciplinary Removals to an Interim Alternative Setting

3.  Students Missing from CTE Reports

Continue reading
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