CALPADS ADVANCED ACGR COHORT TRAINING WORKBOOK

VERSION 1.0

04/13/2021

Presented byGarry Gerwer, Paul Higgins, Alex Manriquez

CALPADS ADVANCED ACGR COHORT Training Workbook

About This Training and ObjectivesThe Adjusted Cohort Graduation Rate (ACGR) (AKA “cohort”) is the standardized measure of high school student outcomes at the end of the four-year window in which students are expected to complete their high school graduation requirements.

Using this workbook, job aides, recorded sessions, and the live presentation you will:

Identify timelines (processing window, graduation window) Articulate the cohort process flow Calculate a student’s cohort membership year based on the first HS enrollment Determine a student’s outcome based on exit date and exit reason Calculate graduation rate Analyze reports in relation to the CA Dashboard Utilize tools to help your Data Team

ScheduleDuration: The live session will span approximately 1.5 hours.

Break: There will be no break during the live session.

Intended AudienceThis course is for CALPADS LEA Admins/data coordinators employed at LEAs that serve 12th grade students who have previously completed the Four-Year ACGR (COHORT) Training.

AssumptionsAttendees of this course are assumed to:

Be capable of navigating CALPADS, Have basic knowledge of student profiles (e.g., enrollments, demographics, programs), Have previously attended the Four-Year Cohort (ACGR) training and understand the

underlying data elements and processes of the ACGR in CALPADS

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How to use this workbookThis workbook has been designed and created in parallel with the Advanced Four-Year Cohort (ACGR) training. It is intended to summarize the relevant information needed to succeed when interacting with ACGR data, as well as present the training scenarios intended to challenge your knowledge of the cohort rules and processes.

This document is to be used with the Advanced Four-Year Cohort (ACGR) training course.

Training with CSISCSIS uses the Learning Management System BRIDGE for Self-paced learning, tracking courses taken by users, storing and disseminating training materials and handling registrations. More information can be found HERE:

Our training platform is Zoom, which allows for participant interaction, breakout rooms, annotation, file sharing, chat and video sharing. More information about how to use Zoom is located HERE:

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How the ACGR is Calculated The adjusted cohort formula divides the number of 4-year graduates (i.e., those students receiving a HS diploma) by the number of first-time ninth graders who entered the cohort four years earlier. In equation form, the rate calculates:

4-Year Cohort Graduates in Year X[First-Time 9th Graders in Year X-4] + [Transfers In] – [Verified Transfers Out] – [Excluded from Cohort]

How the ACGR Data are UsedThe cohort data are used to determine the state and federal 4-year graduation rate. Cohort results are published on DataQuest and Ed-Data, and used in the calculation of the California School Dashboard rate.

ACGR Timeline

Incorporate these timeframes into your LEA Internal Calendar.

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Cohort Processing Window Start Date

April 11, 2021

Cohort Processing Window End Date

August 27, 2021

Final Cohort Date – Process will no longer runAugust 28, 2021

Determining Cohort Membership Year

Job Aid: Identifying Student Cohort Membership Year (next page)

Key Points:

A student’s first high school enrollment year in a California public school determines cohort membership year, regardless of when or how the student leaves high school.

Example: A freshman in 2017/18 would still be counted in the 2021 cohort, even if the student graduated in 11th grade in 2019/20.

A student will only be counted in a cohort ONCE. Example: A student counted as a cohort dropout in 2019-2020 will never be

included in another cohort, even if the student returns to graduate later A student with a short-term enrollment status (30) where the enrollment is less than 30

days will be excluded in determining cohort membership and the process will look for the next qualifying enrollment.

The job aid on the next page will help you identify a student’s cohort membership year, regardless of the student’s outcome.

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Job Aid: Identifying Student Cohort Membership

Step 1 – Identify the first high school grade level record 9-12, and the academic year that record falls within.

Step 2 – Match the color block to determine which academic year the student is expected to complete. This is the cohort membership year.

NOTE: Enrollment Status = 10 OR 30 if enrollment > 30 days Enrollment Status of 30 will be ignored if enrollment < 30 days

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Cohort Membership Job Aid

Academic Year:

July 1 – June 30

Determining Student Cohort Outcome

Job Aid: Identifying Student Cohort Outcome (next page)

Key Points: 2020/2021 Cohort

The last exit code in CALPADS dated on, or before, the Cohort End Date (8/15) determines the cohort outcome

Example: If the last exit code in CALPADS is an enrollment exit date after 8/15/2021, CALPADS will ignore that exit code and use, instead, the last exit code with an exit date on, or before, 8/15/2021.

This final coding is mapped to a cohort outcome. Example: If the last exit code in CALPADS with an enrollment end date on or before

8/15/2021 is E400 (OtherOrUnknown), the student will be coded as a DROPOUT on the cohort reports.

To be included in the cohort data, all data entry must be complete on, or before, 8/27/2021.

Example: If a student completed her high school graduation requirements during the Summer (before 8/15/2021), but the E230/100 (Completer/HS Diploma) exit coding is not updated in CALPADS before 8/26/2021, the student’s cohort outcome will be based on the last exit code using a date on, or before, 8/15/2021.

The job aid on the next page will help you identify a student’s Cohort Outcome using the last exit coding in CALPADS dated on, or before, 8/15/2021.

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Job Aid: Identifying Student Cohort Outcome

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Report Activities

The following report activities will be completed during the live training session.

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Case Studies

Case Study #1: Dwight

Fact: Dwight was an unconventional student. His motto was “Whenever I’m about to do something I think, “would an idiot to that?” And if they would, I do not do that thing.”

In 9th grade Dwight enrolled in Public Safety courses for CTE credits and took martial arts courses for P.E. He envisioned himself in a future career as an enforcer of ALL the rules.

In 10th grade he had to recuse himself from his education to deal with a weevil infestation on the family beet farm. The insects caused enough economic damage that Dwight qualified for

FRPM earlier in the year. Fortunately, he was able to make up the missed credits during summer school and was promoted to 11th grade in the Fall.

Dwight did well until the Spring of 11th grade when a pandemic, which he had secretly wished for, plagued humans worldwide. As there was no electricity on the farm, he was not able to participate in remote learning. He had no further formal education, but he took the CHSPE and passed in the Spring of 2021.

What is Dwight’s membership year?

What is Dwight’s outcome?

Will Dwight be counted in any of the subcategories on the 15.2 report?

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Case Study #2: Creed

Creed Bratton caused a lot of trouble during his time in Scranton High. In 9 th grade, he was caught selling school equipment (that he had stolen!) on Craigslist. This resulted in him going to court school for some time but ultimately returned to Scranton High.

During his 10th grade year, Creed ran away from home and was homeless for some time. He started selling drugs to earn some money but was eventually caught selling on school campus. He went back to court school for some time but was allowed to return to Scranton High once again.

Creed was expected to come back for his Senior year but never showed up. Administrators were never able to get ahold of his whereabouts. Some students say Creed became part of a band, some say he joined a cult and became a blogger, others say they saw Creed at a neighboring High School but going under a different name.

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Identify:

1. What is Creed’s membership year?2. What’s Creed’s cohort Outcome?3. Will Creed appear as Homeless in the 15.2 cohort report?

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Case Study #3: Andy

Andrew ‘Andy’ Bernard was an inconsistent high school student. Entering grade 09 in August 2017, he initially completed his work well, but also became involved in several extra-curricular activities that, eventually, caused some issues.

Andy enjoyed singing a cappella and enrolled in a CTE course in the Performing Arts pathway, but never committed to becoming a participant in the program. His performing arts career had a strong beginning and failed spectacularly after an incident with his barbershop quartet who, spontaneously and collectively, attacked him on stage during a performance due to his insistence of adding a beatbox freestyles to each of the quartet’s solo performances. The attack left Andy with a bloody lip, a missing tooth, bruises, and a severe dent to his pride. His academics began to fail at this time, too.

He was assigned to a Home and Hospital setting and a teacher worked with him for several weeks to get him caught up. He was concerned enough about falling behind that he accepted his counsellor’s advice to exit Scranton High temporarily to attend the Scranton Credit Recovery school to catch up with his classmates.

While completing his grade 10 second semester, he also began taking additional core classes at an accelerated pace, completing several courses that transferred back to Scranton High with him.

In June 2020, Andy was exited from Scranton High, and he left for Cornell University the following Fall where he stated that he excelled and was well liked by both his peers and instructors. No peers or instructors were available for comment while developing this scenario.

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Identify:

1. Andy’s Membership Year: 2. Andy’s Outcome: 3. Will Andy be counted as a CTE completer on the 15.1/15.2 report?

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Case Study #4: Kelly

Born in 2003, Kelly Kapoor is an Indian-American Hindu, although she frequently makes incorrect statements about her heritage or religion.

She likes Beyoncé, pink (the color), Pink (the singer) and basically anything that is awesome. She tends to engage in long-winded, one-sided conversations on relatively trivial subjects. In one example she gossiped excitedly about Tom Cruise and Katie Holmes's daughter Suri and Brad Pitt and Angelina Jolie's daughter Shiloh. She enjoys on-line shopping, clothing and all the latest fashion trends.

Kelly was a great student into her junior year when she met her boyfriend Ryan. Her on again off again relationship with Ryan caused her grades to suffer some. She had to make-up a history course for credits in summer school that year.

Meeting all UC\CSU requirements Kelly did graduate with her class in 2021. She also received the Student Seal Of Biliteracy. After completing her education she was hired by a small paper company as a Client Services representative then she married a doctor and moved to Miami (of Ohio)...

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Identify:

1. Kelly’s Cohort membership year.2. The CCI metric(s) that will be shown for Kelly on the 15.2 Cohort report.3. Kelly Kapoor’s Cohort outcome.

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Accountability

College to Career Indicator (CCI) on the CA Dashboard: The CCI Indicator uses various college and career measures that evaluate a student’s

preparedness for college or career The same students determined in the cohort are measured in the CCI CCI indicators are being evaluated over the 4 years of the cohort

DASS SchoolsDashboard Alternative School Status (DASS) – The California Department of Education will calculate a one-year cohort graduation rate for all schools participating in the DASS program. The one-year cohort graduation rate uses different rules than in the presentation for determining the students in the cohort and the students considered graduates. Refer to the CALPADS Data Guide for details as well as the California Dashboard Technical Guide. DASS Schools are listed on the CALPADS 15.1 report and displayed with the regular 4-year rate.

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Cohort GlossaryAdult Age Students with Disabilities in Transition Status: An indication of whether or not a student with disabilities who is at least 17 years old is participating in a program to assist in the student’s transition from school to adult life, including education and training, employment and independent living.

Armed Forces Family Member Program Indicator: A student is considered to be an Armed Forces Family Member if at least one parent is an Armed Forces member, on active duty or serves on full-time National Guard duty.

California High School Proficiency Exam (CHSPE) Completers: Those cohort students who withdrew from a regular high school without receiving a regular high school diploma after passing the California High School Proficiency Exam (Education Code Section 48412(2)).

Cohort Graduation Rate: The four-year adjusted cohort graduation rate (ACGR) is the number of students who graduate from high school in four years with a regular high school diploma divided by the number of students who form the adjusted cohort for the graduating class.

Cohort Outcome Period: For the calculation of the four-year ACGR, the period for determining cohort inclusion is 07/01/Year1 – 06/30/Year4; however, the period for determining cohort outcomes is 07/01/Year1 – 08/15/Year4. This provides LEAs with additional time to report summer graduates. All cohort graduation requirements, including the awarding of the diploma, must be completed by the end of the cohort outcome period (August 15).

Cohort Students: The four-year cohort is based on the number of students who enter grade 9 for the first time adjusted by adding into the cohort any student who transfers in later during grade 9 or during the next three years and subtracting any student from the cohort who transfers out, emigrates to another country, transfers to a prison or juvenile facility, or dies during that same period.

Cohort Removals: Only a student who transfers out and enrolls in another U.S. high school or in an educational program (including a program in a prison or juvenile facility) from which the student is expected to receive a regular high school diploma, emigrates to another country, or dies may be removed from a high school’s or LEA’s cohort. A student may not be removed from the cohort for any other reason. Before removing a student from a cohort, a school or LEA must obtain official written confirmation that the student transferred out, emigrated, transferred to a prison or juvenile facility, or died.

CTE Completer: A CTE pathway completion consists of: 1. Finishing a sequence of courses totaling at least 300 hours, and 2. Completing a capstone course, with a grade of C minus or better

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Dropouts: Those cohort students who (1) do not graduate with a regular high school diploma, (2) do not otherwise complete high school, or (3) are not still enrolled as a “fifth year senior” are considered dropouts.

GED Completers: Those cohort students who withdrew from a regular high school without receiving a regular high school diploma and the district has acceptable documentation that the student received a High School Equivalency Certificate by passing one or more of the following exams: the General Educational Development (GED) exam, the Test Assessing Secondary Completion (TASC) exam, or the High School Equivalency Test (HiSet).

Golden State Seal Merit Diploma Indicator: Those cohort graduates who, in accordance with Education Code Section 51454, earned the Golden State Seal Merit Diploma by having (a) completed of all requirements for a high school diploma, and (b) demonstrated mastery of the curriculum in at least six subject matter areas, four of which shall be mathematics, English language arts, science, and United States history, with the remaining two subject matter areas selected by the student.

Graduates Meeting UC/CSU Requirements: Those cohort graduates who a local educational agency determined met all the (a-g) requirements for admission to a University of California or California State University school.

High School: A secondary school that grants a regular high school diploma and includes, at least, grade twelve (Elementary and Secondary Education Act (ESEA) section 8101(28)).

High School Diploma Graduates: Those cohort students who receive the standard high school diploma awarded to the preponderance of students in a State that is fully aligned with the State’s standards and does not include a general equivalency diploma, certificate of completion, certificate of attendance, or any other similar or lesser credential, such as a diploma based on meeting Individualized Education Program (IEP) goals. The term “regular high school diploma” also includes any “higher diploma” that is awarded to students who complete requirements above and beyond what is required for a regular high school diploma (ESEA section 8101[43]; 34 Code of Federal Regulations [C.F.R.] § 200.34[c][2]) OR as specified in California Education Code (EC) section 51225.1, a student in foster care, a student who is homeless, or a former juvenile court school student who transfers between schools any time after the completion of the pupil’s second year of high school, completes all requirements specified in EC Section 51225.3.

Other Transfers: Those cohort students who withdrew from a regular high school without receiving a regular high school diploma or otherwise completing high school and transfer to an adult education program or to community college during the cohort period.

Pre-Apprenticeship Certification Program Completion Indicator: The student (1) successfully completed, during the academic year, a registered pre-apprenticeship program that is recognized by business and/or industry and registered at the state or national level, and (2) is awarded a certificate of completion upon successful completion of the pre-apprenticeship program.

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Pre-Apprenticeship Program (non-certified) Completion Indicator: The student successfully completed, during the academic year, a non-registered pre-apprenticeship program that is recognized by business and/or industry but not registered at the local, state, or national level.

State or Federal Job Program Completion Indicator: The student successfully completed, during the academic year, a Job Corps program, a Workforce Innovation and Opportunity Act (WIOA) Youth Program, a YouthBuild program, a California Conservation Corps program and\or a Regional Occupational Center/Program (ROC/P) program.

State Seal of Biliteracy: Those cohort graduates who, in accordance with Education Code Section 51460(a), attained a high level of proficiency in one or more languages (including American Sign Language), in addition to English and earned the State Seal of Biliteracy.

Special Education Certificate of Completion: Those cohort students with exceptional needs (having an individualized education program [IEP]) who received a certificate or document of educational achievement or completion for meeting the requirements of Education Code Section 56390.

Still Enrolled: Those cohort students who did not graduate or complete high school by the end of the cohort outcome period who meet one of the following criteria:

Are re-enrolled as a “fifth year senior” after the end of the cohort period and no later than August 30 of the subsequent academic year.

Graduated from or otherwise completed high school after the end of the cohort outcome period and no later than August 30 of the subsequent academic year.

Transfer: A transfer into a cohort occurs when a student enrolls in a high school after the beginning of the entering cohort’s first year in high school, beginning at grade nine and up to and including in grade twelve. A transfer out of a cohort occurs when a student leaves a high school and enrolls in another high school or in an educational program from which the student is expected to receive a regular high school diploma.

Transition Work-based Learning: The student successfully completed a minimum of 100 hours of work-based learning since entering 9th grade of a program for students with disabilities on an individualized education program (IEP) that offers students work-based learning experiences that develop knowledge and job skills, in compliance with the Fair Labor Standards Act (FLSA) requirements. Or the student successfully completed the equivalent of four semesters of college and career exploration/preparation courses designed to prepare a student with an IEP for employment and independent living since entering 9th grade.

Work-based Learning Internship: An internship is a county, district, or school-sponsored experience that exposes students to the world of work. It is performed in partnership with local business, industries, or other organizations in the community. Internships provide students opportunities for supervised and specific practice for a future career.

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Work-based Learning through Enterprise: A student-led enterprise involves the development and operation of a revenue-generating business (regardless of profit or loss), that operates outside the classroom and is associated with a course at the school in which the student is enrolled and evaluated by the certificated course instructor.

Work-based Learning through Virtual/Simulated: A Virtual/Simulated Work-Based Learning is a program where students can gain business experience through a virtual environment that is aligned to the classroom curriculum.

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Support CSIS Support is always a member of your Team. Please contact us for support and assistance.

CALAPDS User Manual: Use the URL below or access the User Manual via CALPADS left navigation Help Menu>User Manual. https://documentation.calpads.org/ The User Manual has direct links to many of the additional resources provided here.

Service Request: Use the URL below or access the Service Request via CALPADS left navigation Help Menu> Service Request (see image) for the prepopulated form.

https://www2.cde.ca.gov/calpadshelp/default.aspx

Phone Messages: We only check the voicemail a few times a day, so this is the last method of communication. Dial up and leave us a detailed message at 916-325-9210. We have to transcribe your message into a service ticket, so it is best to use this ONLY if there is no other way to ask for help.

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ResourcesReport Mapping Guides: CALPADS User Manual

CALPADS Calendar: http://www.cde.ca.gov/ds/sp/cl/rptcalendar.asp

System Documentation: http://www.cde.ca.gov/ds/sp/cl/systemdocs.asp

Bridge (LMS)

https://learn.fcmat.org/

CSIS CALPADS Training Channel YouTube: https://bit.ly/2P1gjMk

CALPADS Frequently Asked Questions (FAQ): https://www.cde.ca.gov/ds/sp/cl/faq.asp

CA School Dashboard Technical Guide: https://www.cde.ca.gov/ta/ac/cm/documents/dashboardguide19.pdf

ESSA HS Graduation Rate Non-Regulatory Guidance (US Dept of Ed): https://www2.ed.gov/policy/elsec/leg/essa/essagradrateguidance.pdf

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Document Description Sections

CALPADS File Specifications (Forms)

File layout and requirements for batch submission

SENR, SINF, SPRG, SPED

CALPADS Code Sets Detailed state code lists

CALPADS Valid Code Combinations

Matches up related codes

CALPADS Error List Detailed error message descriptions

SENR, SINF, SPRG, SPED

CALPADS Data Guide Detailed requirements