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

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

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

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

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

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

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

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2019 California Basic Educational Data System (CBEDS) Changes

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Dear LEA Representatives,

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

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

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

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

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

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Six School Districts Selected to Help Spearhead Statewide Community Engagement Efforts

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

Christine McGrew
SBCSS Chief Communications Officer

Thursday, May 2, 2019


Six School Districts Selected to Help Spearhead Statewide Community Engagement Efforts

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

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

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

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

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

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

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

AUHSD contact: Patricia Karlak,

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

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

AUSD contact: Anjelica Garcia Juarez,

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

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

CVUSD contact: Sandra Candler,

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

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

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

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

OMSD contact: Jana Dupree,

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

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

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

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

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

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

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

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

California Department of Education News Release

California Department of Education
News Release

California Department of Education
News Release

Release: #19-31
May 1, 2019

Contact: Jonathan Mendick
Phone: 916-319-0818

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

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

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

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

# # # #

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

Last Reviewed: Thursday, May 2, 2019

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

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

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

Thursday, May 9, 2019 10:00 AM 


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

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

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Assessment Spotlight April 25, 2019

Focusing on the California Assessment of Student Performance and Progress (CAASPP) System and English Language Proficiency Assessments of California (ELPAC)—and including, when timely, updates on California's other statewide assessments.

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

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

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

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

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

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

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

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

Focus on Test Security—Pause Rules and Grace Period Extensions

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

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

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

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

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

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

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

New Video––ELPAC Accessibility Resources

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

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

Reminder: Registration Is Open for 2019 Summer Institute!

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

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

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

All About Accessibility

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

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

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

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

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

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

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

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OTUS Assessments adds Desmos Integration

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

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

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

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

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Instructure acquires MasteryConnect

SALT LAKE CITY — April 17, 2019 — Instructure, Inc. (NYSE: INST) today announced it has signed an agreement to acquire MasteryConnect, a longtime partner and innovator in the design and delivery of formative and interim assessment that supports personalized and mastery-based learning. Through this acquisition, Instructure will accelerate the shift occurring at the state level as they replace high-stakes, end-of-year testing with innovative assessment models. This new approach uses formative data to provide actionable insights for teachers and students.

"Today's educators are trying to move away from archaic, end-of-year testing and looking for more intuitive evaluation models," said Dan Goldsmith, CEO of Instructure. "Together, Canvas and MasteryConnect will place valuable data in the hands of our teachers, not once, but throughout the year so they can focus on activities that increase student learning."

MasteryConnect is designed to quickly identify student levels of understanding, target areas for personalized growth, and give teachers the data they need to direct each student's learning. MasteryConnect has worked with Dr. Jonathan Templin, Professor and E .F. Lindquist Chair in the Educational Measurement and Statistics program at the University of Iowa, to create statistical models that provide reliable student data around mastery of standards through shorter formative evaluations. These models pin-point what students know, letting schools redefine assessment, integrating it more closely with curriculum and instruction.

Teachers in more than 14,000 U.S. school districts use MasteryConnect including Charlotte-Mecklenburg Schools (NC), Oklahoma City Public Schools (OK), and Alpine School District (UT), with many districts nationwide already using both MasteryConnect and Canvas together.

"At Hall County Schools, we consider Canvas and MasteryConnect valuable tools for teaching and learning since they provide teachers the information they need to create a dynamic and engaging blended learning environment," said Gregory Odell, e-Learning Specialist at Hall County Schools in Georgia. "Our students benefit from both products, and we will benefit overall from these companies coming together to help K-12 students learn and grow."

MasteryConnect was founded in 2009 and is headquartered in Salt Lake City. Its solution will continue to be sold as a standalone offering. In addition, for customers interested in combining assessment with learning, MasteryConnect will be further integrated with Canvas LMS, helping districts scale personalized learning, increase student achievement, and support professional learning. MasteryConnect and Instructure have been partners in education since 2016.

"This acquisition brings together many years of partnership and synergies with Instructure," said Mick Hewitt, Co-founder and CEO of MasteryConnect, who will join Instructure as General Manager of MasteryConnect. "It highlights the alignment of our shared mission to transform learning while expanding our reach both domestically and globally."

The acquisition is expected to close within the next seven days and is subject to satisfaction of customary closing conditions, including approval by MasteryConnect stockholders.


Instructure, Inc. is the leading software-as-a-service (SaaS) technology company that helps people grow from their first day of school to their last day of work. Its software solutions include Canvas, the learning management platform that simplifies teaching and elevates learning, and Bridge, the employee development and engagement solution for people-focused companies. To date, Instructure has connected millions of educators and learners at more than 4,000 educational institutions and corporations throughout the world. Learn more about Canvas for higher ed and K–12 and Bridge for companies at www.Instructure.com.


MasteryConnect is a K-12 assessment and curriculum platform supporting educators as they drive student growth through formative and benchmark assessment, curriculum planning, and collaboration. We enable teachers to identify levels of understanding in the moment through a variety of assessments, so they can immediately target interventions and evaluate their own practice. For more information, visit masteryconnect.com.

This press release contains "forward-looking" statements which are subject to the safe harbor provisions of the Private Securities Litigation Reform Act of 1995, including statements regarding Instructure's potential acquisition of MasteryConnect and Instructure's growth and future application releases. These statements are not guarantees of future performance, but are based on management's expectations as of the date of this press release and are subject to uncertainties, risks, and changes in circumstances that are difficult to predict. Forward-looking statements involve known and unknown risks, uncertainties and other factors that may cause actual results, performance or achievements to be materially different from any future results, performance or achievements. Important factors that could cause actual results to differ materially from those expressed or implied by these forward-looking statements include risks associated with new application introductions and Instructure's ability to develop and deliver innovative applications and features, Instructure's ability to successfully implement and achieve cost synergies and otherwise integrate MasteryConnect following closing, and other risks and uncertainties detailed in Instructure's filings with the Securities and Exchange Commission, including, without limitation, its Form 10-K and other reports on Forms 8-K and 10-Q, all of which can be obtained on the SEC website at www.sec.gov. Instructure assumes no obligation to update or revise publicly any forward-looking statements contained in this release, except as required by law.


Keaton Godfrey
Director, Investor Relations
(866) 574-3127

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PSUG-Southern California Meeting: April 26, 2019

Join us at the Southern California PowerSchool user group meeting!

Friday, April 26, 2019

9:00AM to 2:00PM PT
Continental Breakfast begins at 8:30AM

Fullerton School District
Educational Learning Center (ELC)
1401 West Valencia Drive
Fullerton, CA 92833 

Sponsored by Blackboard
Breakfast and Lunch provided.

Please use this link to RSVP by Wednesday, April 24th

  • What's New in PowerSchool 19.4
    • New features and even a new version numbering system!
    • Including the most voted Enhancement Request!

  • Product Updates from PowerSchool
    • Hear the latest on Unified Classroom and more

  • Plugin and Customization Showcase (all free or with a free version)
    • PSCB
      • Custom Reports Bundle
      • Customizations by PSCB
    • sqlStudio just released by Aurora Educational Technology
    • .. and more as time allows

  • State Reporting Roundtable

Park in any of the spaces on either Basque or Valencia. See meeting page below for a map.

Visit https://www.psugcal.org/index.php?title=SoCal_Meeting26_Apr_26,_2019 for the latest details
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CDE Sponsored Webinars

The CDE will provide 3 separate web-based trainings (listed below) for those that are unable to attend an in-person CALPADS Course Codes, Assignment Monitoring and LCAP Federal Addendum Equity Data Training

Participants should attend all three webinars to receive all of the content from the in-person trainings.
Webinar 1: Updates in CALPADS

Webinar 2: LCAP Federal Addendum and PEAT

Webinar 3: California State Assignment Accountability System (CalSAAS)

Tips for Attendees:
  • To save time before the meeting, check your system to make sure it is ready to use WebEx.
  • Visit the test site at http://www.webex.com/test-meeting.html.
  • If you experience issues joining the meeting, contact WebEx support at 1-866-229-3239.
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New Data Release Announcement for 2018-2019 Enrollment Data for CA Schools

Several new data reports that are now publicly available on the California Department of Education (CDE) DataQuest Website at http://dq.cde.ca.gov/dataquest/. These reports are based on data submitted and certified in the California Longitudinal Pupil Achievement Data System by districts and charter schools.

These reports include:

2018–19 Enrollment Data Reports

  • Enrollment by Ethnicity and Grade
  • Enrollment Multi-Year Summary by Ethnicity
  • Enrollment by Ethnicity (with county/district/school data)
  • Enrollment Multi-Year Summary by Grade
  • Enrollment by Grade (with county/district/school data)
  • Enrollment by Ethnicity for Charter and Non-Charter Schools
  • Enrollment by Subgroup for Charter and Non-Charter Schools
  • Enrollment for Charter and Non-Charter Schools (with county/district/school data)
  • Enrollment Multi-Year Summary for Charter and Non-Charter Schools
  • K-12 Enrollment by Age Group and Grade
  • K-12 Enrollment by Age Range (with county/district/school data)
  • Enrollment by English Language Acquisition Status (ELAS) and Grade
  • Enrollment by English Language Acquisition Status (ELAS) (with county/district/school data)

2018–19 English Learner Data Reports
  • Enrollment by English Language Acquisition Status (ELAS) and Grade
  • Enrollment by English Language Acquisition Status (ELAS) (with county/district/school Data)
  • Annual Reclassification (RFEP) Counts and Rates
  • Annual Reclassification (RFEP) Counts and Rates (with county/district/school data)
  • English Learners by Language and Grade

You can access these reports by performing the following steps:
1. Navigate to the DataQuest home page at http://dq.cde.ca.gov/dataquest/
2. Select the desired Level (State, County, District, or School)
3. Select one of the following Subject categories located under Student Demographics: (1) Enrollment located under Student Demographics; (2) English Learners;
4. Click "Submit"
5. Select Year
6. Click "Submit"
7. Select desired report from the menu
8. Click "Submit"

These reports are also supported by the several downloadable data files available at the following locations:

Please Note: The previous annual data release included prior year one-year graduate and dropout counts, as well as current year long-term English learner (LTEL) and English learners "At-Risk" of becoming LTEL; however, these data are not included in the current release, but will be released at a later date.

Lastly, the CDE issued a press release regarding the 2018–19 enrollment data, which is available at https://www.cde.ca.gov/nr/ne/yr19/yr19rel27.asp.

If you have any questions regarding DataQuest or the reports and files included in this data release, please contact the Data Reporting Office by phone at 916-327-0219 or by e-mail at . 

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2019 CERA 98th Annual Conference- November 18-20, 2019

The 2019 California Educational Research Association's 98th Annual Conference, will be held on November 18-20th in Sacramento, CA.

Presentations will focus on: 
  • Comprehensive descriptions and demonstrations of real-world "data in action";
  • Research on best practices for creating visual displays of data, as well as communicating results;
  • Innovative uses of data to determine and support children across ages and abilities;
  • Powerful tools and resources to develop our data visualization skills.

CERA members are also invited to submit presentation proposals. Consider sharing a presentation about the tools you are using to look at student data, the applications you are using to produce meaningful and understandable reports, or the steps you are taking to move from simply understanding your data to taking action and making real improvements for teachers and students. 

More details to follow in the next few weeks!
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2019 CDE CAC Conference - October 16-18, 2019

The 2019 California Assessment Conference is a unique opportunity for classroom educators to explore connections between assessments and classroom instruction, and learn how to utilize assessment tools and resources to support teaching and learning.

This conference has been designed to create collaboration opportunities for educators who wish to discover how other educators, schools, and districts integrate all components of the state assessment system.

A variety of sessions and key topics, covered over two and a half days, allow for a customized learning experience while minimizing time away from the classroom. Participants will learn, explore, find inspiration and return to the classroom ready to apply new skills and knowledge.

We look forward to seeing you in Oakland on October 16–18, 2019

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EDCITE now integrates with Google Classroom Gradebook

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E-Rate News Flash Issue 19-05, March 22, 2019

  • Announcements 
  • Funding Commitment Summary 
  • Pending Dates and Deadlines 
  • Upcoming Training Events 
  • E-rate Process: Activities to Work on Now

Category 2 Budget Inflation Factor Announced
In the March 8, 2019, Schools and Libraries News Brief, the Universal Service Administrative Company (USAC) announced the Funding Year 2019 Category 2 budgets, indexed to an inflation factor of 2.2%.
          By School: Number of students enrolled at school multiplied by $159.669053922
          Libraries with an Institute of Museum and Library Services (IMLS) locale code of 11, 12, or 21: Total square footage of library multiplied by $5.3223017974
          Libraries with other IMLS locale codes: Total square footage of library multiplied by $2.448258826804
          Budget floor for small schools and libraries: $9,793.04
Note that the Category 2 budget is determined by individual school or library location and cannot be shared among multiple schools or libraries. Remember that the Category 2 budget is before E-rate discounts; the actual amount of E-rate funding available is equal to the budget multiplied by the E-rate discount.

Applicants should do their own manual estimates to determine the amount of Category 2 budget remaining to their school or library in Funding Year 2019. The estimated amount would be the calculations as described above less any committed pre-discounted funding requests from Funding Years 2015 through 2018. 

FCC Form 471 Filing Window Closes March 27 and What to Do if You Miss the Deadline 
The FCC Form 471 filing window for Funding Year 2019 will close on Wednesday, March 27, 2019, at 11:59 p.m. EDT (8:59 p.m. PDT). FCC Form 471 applications must be certified within an applicant's E-rate Productivity Center (EPC) portal within these dates in order to be considered to be filed "within window."
If you miss this deadline, you have a two-week window from March 27 to file and certify your FCC Form 471 and file a request with the Federal Communications Commission (FCC) to waive the deadline. The request for waiver should be filed in the FCC's Electronic Comment Filing System with a citation to proceeding number 02-6. Your request should include a document explaining the circumstances leading to the late submission of your FCC Form 471 and a request for waiver of the FCC Form 471 filing deadline.

California Funding Commitment Summary 
Funding Year 2018 
USAC released FY2018 Wave 48 Funding Commitment Decision Letters (FCDL) on March 8, 2019, and Wave 49 on March 15, 2019. As of March 19, FY2018 California commitments total over $274 million.

Pending Dates and Deadlines 
Funding Year 2017 Non-Recurring Services Extended Invoice Deadline 
In general, the deadline for invoicing USAC for FY 2017 non-recurring services was January 28, 2019. Applicants and service providers that requested and were approved for the single one-time 120-day extension now have an invoice deadline of May 28, 2019. Any additional invoices filed after May 28, 2019, will not be accepted by USAC and require an approved waiver from the FCC of the invoice deadline extension rule. Note that the FCC will only issue waivers of the invoice deadline for extraordinary circumstances.

FCC Form 486 and Urgent Reminder Letters 
FCC Form 486 must be filed 120 days from the date of the issuance of the Funding Commitment Decision Letter ("FCDL") or the start date of E-rate eligible services, whichever is later. For ongoing recurring services, starting on July 1, 2018, the following deadlines have passed or are approaching in the next month.
Waves #           FCDL
         Form 486 Due Date
1-32     4/20-11/19/18         Deadline passed for services starting July 1, 2018
33        11/23/18         3/23/19
34        11/30/18              3/30/19
35        12/07/18          4/06/19
36        12/14/18           4/13/19

USAC issues FCC Form 486 Urgent Reminder Letters to applicants that appear to have missed the deadline to certify an FCC Form 486. Applicants missing these or earlier deadlines should closely monitor their News Feed in the E-rate Productivity Center for an FCC Form 486 Urgent Reminder Letter. This letter will allow the applicant a 15-day extension to submit an FCC Form 486 without penalty.
USAC calculates the date to issue this letter based on the service start date reported on your FCC Form 471. If your actual service start date is later than the date you reported on FCC Form 471 then the deadline may not have passed. In this case, you are responsible for calculating your actual deadline as USAC will not issue additional reminder letters. You can use the 486 Deadlines Tool to calculate your specific deadline.

If you miss the deadline, the service start date will be adjusted to 120 days prior to the date that the Form 486 was actually certified which will likely reduce the funding commitment.

Upcoming Training Events
Numerous training opportunities available for E-rate applicants are coming soon.
USAC E-rate Program Applicant Training Series
USAC has posted 2018 E-rate Program Applicant training materials recordings.
K12 High Speed Network Webinars
K12 High Speed Network Webinars
  • Submitting Corrections and Understanding and Responding to USAC's Reviews 04/11/2019 at 2:00 p.m. 
Recordings of previous webinars are posted on the K12HSN website

EducationSuperHighway Webinars
EducationSuperHighway Webinars
Recordings of previous webinars are posted on the EducationSuperHighway website.

E-RATE Process: Activities to Work on Now
Document Retention Requirements
Applicants are required to maintain E-rate documentation for 10 years past the last date of service. This includes but is not limited to pre-bidding planning, competitive bidding process, vendor evaluation, contract award, application process, invoices, delivery of services, receipt of discounts and proof of payments. This requirement could result in extended retention periods if the services associated with the posting of an FCC Form 470 results in the award of multi-year contracts. To ensure you are keeping all required documentation, please reference the USAC Documentation for Auditors Checklist. It is a best practice to "document as you go," and now is the time to document your Funding Year 2019 competitive bidding and contracting activities. You are allowed to retain documents electronically, so make sure to scan to file your RFP documents, bidders' questions and your answers, all bids received (winning and losing), your evaluation documents (if no bids are received a memorandum of the fact), Board authorization of contracts, and the signed legally binding agreements that support your E-rate funding request.
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Getting Ready: Changes Coming to AP in 2019-20

Getting Ready: Changes Coming to AP in 2019-20

Starting in 2019-20, all schools that offer AP will institute new annual processes and receive new AP resources that will help more students earn college credit.

A New Exam Ordering Timeline
Registration for AP Exams will now take place in the fall. Every AP student deserves the chance to earn college credit, and we've learned that when they're asked to commit early to taking an AP Exam, their chances of earning a score of 3 or higher on the exam increases.

AP teachers tell us that when students register early, they're more likely to stay engaged in their classes, tackle college-level content and skills, and develop an "all in" commitment to learning, and we've seen early commitment positively impact exam results. More students earned scores of 3 or higher when we asked them to commit early, especially students of color, low-income students, and female students in STEM courses.

Year-Round Resources
To support early commitment, AP teachers and students will receive new classroom resources: an AP question bank, unit guides, personal progress checks, and a performance dashboard. These resources will help AP teachers provide students with focused instruction and actionable feedback throughout the year.

AP coordinators will have access to tools that will help them manage their AP programs, including a new online exam registration and ordering system. And new exam-day resources like personalized student registration labels will greatly reduce time-consuming bubbling of student information.

Preparing Your School
Here are some steps you can start taking now and throughout the rest of this school year to help your AP teachers, students, and parents get ready for these changes:

  • Outreach: Share the new AP Exam ordering deadlines, policies, and fees. You can download detailed handouts from collegeboard.org/ap2019.

  • Training: Connect your AP teachers and coordinators with resources and training opportunities that will be available throughout the year, including videos, live online sessions and tutorials, and in-person workshops at the AP Summer Institutes and the AP Annual Conference.

We'll be providing additional updates throughout the year, so bookmark collegeboard.org/ap2019 to stay informed. 

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End-of-Year 3 Updates and Reminders

CERT125 Will Be Disabled and CERT127 Will Become Fatal

In analyzing the 2017–18 End-of-Year (EOY) 3 certified data, the California Department of Education (CDE) found that a significant number of local educational agencies (LEAs) did not report suspension records in the Student Discipline (SDIS) file for students who were reported as attending in-house suspension or absent due to an out-of-school suspension in the Student Absence Summary (STAS) file. To further enforce the alignment of discipline incidents to absence summary data, the CDE will implement for the 2018–19 EOY 3 submission, the following changes to existing validations:

  • Disable certification validation rule (CVR) CERT125 (Missing In-School Suspension Data for a student who was reported as attending in-school suspension).
  • Merge the CERT125 validation into CERT127 (Student Discipline Data for a student who was reported as absent due to either out-of-school suspension or in-school suspension).
  • Adjust CERT127 to take into account in-school or out-of-school suspensions that result from an incident that occurred in the prior school year on or after April 1. This will address the legitimate scenario where a student committed an offense in the prior school year, but the suspension was enforced in the next school year.
  • Change CERT127 from a warning to a fatal error.

The CDE will be sending letters to the superintendents of LEAs with discrepancy rates of 10% or greater (the total number of students with suspension days in STAS divided by the number of those students without a discipline record in SDIS), to inform them of the potential under-reporting of suspensions in 2017–18, and that this under-reporting may also impact the LEA's and school's 2019 suspension rate indicator on the California School Dashboard, which is based in part on change from the prior year.

Carefully Review CERT071 Warnings

Many LEAs certified that schools in their district had no discipline records to report. This would have triggered CERT071 – No Discipline Data Submitted for a School. It is important that LEAs pay attention to this warning. If LEAs receive this warning, they should review certification report 7.3 – Discipline Actions – Count, and ensure that the schools reporting no discipline records (all columns have zeros), indeed have no discipline records to report. It should be noted that in 2018–19, it will be less likely for schools to have no discipline records to report, since LEAs are now required to report all incidents regardless if they resulted in a disciplinary action of suspension or expulsion. (See Flash #145 for more information.)

Appropriate Application of Disciplinary Actions

LEAs are reminded that current law prohibits students in certain grades from being suspended or expelled for certain statutory offenses. Specifically:

  • California Education Code (EC) Section 48900(k)(2) prohibits students enrolled in grades K–3 from being suspended solely for willful defiance (CALPADS code 511). Current law (EC 48910), however, does allow teachers to remove students in grades K–3 from class for willful defiance, which may result in an in-school or out-of-school suspension; therefore some suspensions of K–3 students for willful defiance are allowed.
  • EC Section 48900(k)(2) prohibits students in K–12 from being expelled solely for willful defiance.
  • EC Section 48900.2, (sexual harassment/CALPADS code 403), EC Section 48900.3 (hate violence/CALPADS code 505), and EC Section 48900.4, (harassment, threats, or intimidation/CALPADS code 506), prohibits students in grades K–3 from being suspended or expelled solely for these offenses.

LEAs should ensure that their local discipline policies reflect current law and that students are not inappropriately suspended or expelled. Once data are submitted to CALPADS, LEAs can review the individual students who were suspended/expelled for these offenses by viewing CALPADS Report 7.5 Discipline Offenses – Student List and filtering on Student Offense codes 403, 505, 506, and 511.

It should also be noted that while EC Section 48915(c)(4) (sexual assault/CALPADS Code 401, or sexual battery/CALPADS Code 400) does not restrict the suspension or expulsion of students to certain grades, it seems unlikely that young children would have committed such offenses. Since LEAs have reported students in grades K–3 as being suspended or expelled for these offenses, LEAs may also want to review their policies and procedures to ensure that students, especially young children, are suspended for appropriate offenses. If students are found to have committed such offenses, any discipline procedures should include a discussion with legal counsel as to whether such cases should be adjudicated through the juvenile justice system prior to expulsion.

Reporting Disciplinary Actions for Students at Nonpublic, Nonsectarian Schools (NPS)

As announced in Flash #145, LEAs are required to report suspension and expulsion data for students attending Nonpublic, Nonsectarian Schools (NPS) beginning with the 2018–19 End-of-Year 3 submission. The CDE will be providing technical assistance to the NPS schools, which will include providing them the Student Discipline (SDIS) file so that they will know what to send to each district whose students they serve.

Questions: CALPADS/CBEDS/CDS Operations Office | | 916-324-6738

Last Reviewed: Monday, March 11, 2019 

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Data Collection in CALPADS for Adult-age Students

In California, public K–12 local educational agencies (LEAs) serve three types of adult-age students:

  1. Students with disabilities in postsecondary/transition programs enrolled in K–12 schools and programs.
  2. Adult-age students attending charter schools with exclusive partnerships with one of the following programs:
    1. Workforce Innovation and Opportunity Act (WIOA)
    2. JobCorps
    3. California Conservation Corps
    4. YouthBuild
  3. Adult-age students attending Adult Education Programs (AEPs) funded with Adult Education Program funding.

Recently, there has been confusion about which of these adult-age students should be reported to CALPADS. The purpose of this communication is to clarify some of these issues.

Postsecondary/Transition Students

These students with disabilities have individualized education programs (IEPs), are 17 to 21 (inclusive) years of age, and are enrolled in K–12 schools or programs and receive special education services specifically focused on the student's transition from secondary education to career and college.

LEAs receive K–12 apportionment funding for these students and therefore these
adult-age students should be reported in CALPADS as follows:

  • Enrollment Status of 10 – Primary
  • Grade level of 12
  • Postsecondary/Transition Status Indicator set to "Y" – Yes (available for population in CALPADS in May 2019).
  • Enrollment at the school where they receive the majority of their special education instruction and related services; or if they receive the majority of their instruction and services directly through a district-level program, the student should be enrolled in CALPADS at the district level.

Students meeting these criteria will be excluded from the graduation rate denominators for traditional and Dashboard Alternative School Status (DASS) schools after their initial graduation cohort year.

Adult-age Students Attending a Charter School in an Exclusive Partnership

K–12 charter schools in exclusive partnerships with one of the following programs can enroll students of any age:

  • Workforce Innovation and Opportunity Act (WIOA)
  • JobCorps
  • California Conservation Corps
  • YouthBuild

LEAs receive K–12 apportionment funding for these students and therefore these adult-age students should be reported in CALPADS as follows:

  • Enrollment Status of 10 – Primary
  • Grade level that is representative of their credits-based grade level (7–12)
  • Enrollment at the charter school

Adult-age Students Enrolled in an Adult Education Program

Adult Education Programs (AEPs) funded with Adult Education Program funding serve students 18 and older. These students are typically participating in one of these programs:

  • Adult Literacy/High School Diploma
  • English as a Second Language/Citizenship
  • Adults with Disabilities (no longer on individualized education programs [IEPs])
  • Career Technical Education/Apprenticeships
  • Parenting, Family, and Consumer Awareness
  • Older Adults

As described in CALPADS Flash #149, beginning in July of 2019, LEAs will be required to obtain statewide student identifiers (SSIDs) for adult students attending AEPs administered by K–12 LEAs if 1) they do not have an SSID already; and 2) if they have no social security number documented in the Comprehensive Adult Student Assessment System (CASAS). LEAs are only required to obtain SSIDs for these adult-age students, and no other data on these adult-age students need to be submitted or maintained in CALPADS. As described in CALPADS Flash #149, LEAs should obtain SSIDs for these adult-age students by:

  • Enrolling the student at the LEA's Adult Education Program (AEPs should have a county-district-school code)
  • Enrolling the student with an Enrollment Status of 20 – Secondary (see Note below)
  • Enrolling and exiting the student using the same date
  • Using Grade level of AD (Adult)

Note: Beginning in 2019–20, there will be a new enrollment status of 50 – Non-ADA Enrollment Status; once this enrollment status is available, LEAs should enroll these adult students using Enrollment Status 50.

Questions: CALPADS/CBEDS/CDS Operations Office | | 916-324-6738 

Last Reviewed: Thursday, March 7, 2019 

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Setting up the CAASPP Test Administration Window

Instructions on how to set up the testing windows for CAASPP tests. 

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