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October 20, 2015 CIM, Slide 1
CALPADS Information Meeting • Preferred: Audio default - Computer speakers or headphones.
• Other: Toll call - click icon at bottom right hand corner
October 20, 2015 CIM, Slide 2
CALPADS Information Meeting
October 20, 2015
This presentation may be downloaded from: https://csis.fcmat.org/Pages/October-20-2015-CALPADS-
Information-Meeting-(CIM).aspx
October 20, 2015 CIM, Slide 3
Agenda Review
CALPADS Update
CALPADS Support Update
Next Meeting
Agenda
October 20, 2015 CIM, Slide 4
Procedures for Asking Questions To ask a question:
Click on the “Chat” in the upper right-hand section of your screen to open the chat box.
Do NOT send your message to “Everyone” to minimize chat traffic
In the “Send to” dropdown, select “Presenter” Type your question in the chat box and press “Send”
We will: Respond to questions during the meeting as time permits
Address unanswered questions via an upcoming Flash or in additions to FAQs as appropriate
If your question is not answered, please submit a service ticket
October 20, 2015 CIM, Slide 5
Hiding the Chat box
Minimize the chat box by selecting the “Chat” icon in the upper right hand side of your WebEx screen (see below).
October 20, 2015 CIM, Slide 6
CALPADS Update Paula Mishima, Administrator
CALPADS/CBEDS/CDS Operations Office, CDE
October 20, 2015 CIM, Slide 7
CALPADS Update Topics
CDE Personnel Updates Fall 1 Fall 2 General Program Updates Assessments and CALPADS Accountability Update Looking Ahead
October 20, 2015 CIM, Slide 8
CDE Personnel Updates Please join us in welcoming
JERRY WINKLER Jerry replaces Cindy Kazanis as the director of the
Educational Data Management Division (EDMD) Cindy Kazanis is now the director for Analysis,
Measurement and Accountability Reporting Division (AMARD)
Keric Ashley (former AMARD Director) is Deputy for the District and School Innovation Branch
We are in the process of filling the manager over the CALPADS/CBEDS/CDS Operations Office
October 20, 2015 CIM, Slide 9
CDE Personnel Updates California Department of Education (CDE) Fiscal Crisis
Management Assistance Team
(FCMAT) Admin., Finance,
Technology & Infrastructure
Branch Nick Schweitzer
Deputy
District and School Innovation Branch Keric Ashley
Deputy
California School Information Services
(CSIS) Nancy Sullivan
Chief Operations Officer
Technology Services Division (TSD)
Kevin Matsuo
Educational Data
Management Division (EDMD)
Jerry Winkler
Analysis, Measurement & Accountability
Reporting Division
(AMARD)
Cindy Kazanis
Assessment Development & Administration
Division (ADAD)
Michelle Center
Information Systems Amy Fong
Requirements Rima Mendez
Client Services
Martha Friedrich
CALPADS Support Unit Alan Nakahara
CCCOO Vacant
Data Reporting Office
Randy Bonnell
October 20, 2015 CIM, Slide 10
Congratulations on 2014-15 Submissions The CDE would like to congratulate
100% of LEAs for certifying Fall 1!
About 99% of LEAs for certifying Fall 2 and their End-of-Year submissions!
The CDE recognizes that the data LEAs submit to CALPADS have become key to many critical functions, putting more responsibility and workload on those who work on CALPADS
We recognize your work and will continue to convey its critical importance to your superintendents
October 20, 2015 CIM, Slide 12
Fall 1 – New Snapshot Process New Snapshot Process has been implemented System metrics are continually being analyzed and
based on those metrics optimizations are being made to improve snapshot processing
Goal is to reliably provide LEAs same day certification report snapshots to facilitate review and certification
October 20, 2015 CIM, Slide 13
Fall 1 – Use of CALPADS Data in LCFF LEAs that certify Fall 1 by the December 18, 2015
deadline will receive a private preview of their Unduplicated Pupil Count (UPC) used as the basis to calculate the LCFF supplemental and concentration grants provided in the First Principal (P1) apportionment
Following the private preview, these LEAs will have an opportunity to amend their data during the Amendment Window which ends on February 19, 2016
The data certified in CALPADS by the end of the Fall 1 Amendment Window will be used for the Second Principal (P2) apportionment
13
October 20, 2015 CIM, Slide 14
Fall 1 – Use of CALPADS Data in LCFF LEAs will not have an opportunity to amend their certified
data following the close of the Amendment Window
If an LEA determines that the certified data were incorrect, then a correction to those data may be submitted through the Principal Apportionment Data Collection Software (PADC), AND must be accompanied by either an audit finding or a letter of concurrence from an auditor
Any change submitted through PADC will only affect LCFF funding and not other programs that use enrollment or unduplicated pupil data
Once the adjustment is confirmed by the auditor and submitted through PADC, the net adjustment will be reflected as a prior year adjustment at the next principal apportionment
October 20, 2015 CIM, Slide 15
Fall 1 – FRPM Eligibility in Provision Schools Education Code section 42238.01(a) was recently amended
(Chapter 327, Statutes of 2015) to further reduce the data collection burden of schools participating in National School Lunch Program (NSLP) under provisions 2, 3 or Community Eligibility
Provision schools may establish a “LCFF Base Year” every four years
In its LCFF Base Year, provision schools must collect the same eligibility data that non-provision schools collect
Students are eligible based on • Income from an NSLP application or alternative household income
data collection form, • State or local direct certification, or • Categorical eligibility (migrant, homeless, foster status)
October 20, 2015 CIM, Slide 16
Fall 1 – FRPM Eligibility in Provision Schools All students found to be eligible in the base year, including those
eligible based on direct certification or their categorical status, are deemed eligible in the intervening (non-base) years In order to receive LCFF funding for students eligible based on an NSLP
application or household income data collection form, provision schools must submit an FRPM program record for these students annually
LEAs do not need to submit an FRPM record for students who continue to be eligible in non-base years based on direct certification or their migrant, homeless, or foster status, because these students will continue to be counted based on their direct certification or categorical status
However, if these students are not directly certified or are no longer categorically eligible, LEAs will have to submit an FRPM record in order to receive LCFF funding for these students
In all cases, LEAs should continue to submit to CALPADS program records for migrant and homeless students per those program rules
October 20, 2015 CIM, Slide 17
Fall 1 – FRPM Eligibility in Provision Schools During the intervening years LEAs may submit an FRPM
program record for any newly enrolled students determined to be eligible based on an alternative household income data collection form
NSLP application or alternative household income data collection forms are confidential but may be shared for purposes of determining LCFF funding [EC sections 42238.01(a)(5) and 49558(e)] Refer to the FAQs referenced below for guidance on when such
documentation can be used for LCFF determinations
Updated Frequently Asked Questions (FAQs) that address various scenarios will be posted soon; CALPADS users will be notified in a FLASH when the FAQs are posted
October 20, 2015 CIM, Slide 18
Fall 1 – Revised LCFF Validation This is the second year County Offices of Education (COE) are
required to populate Student School Transfer Code and District of Geographic Residence for purposes of allocating funding under LCFF; data displayed in C/A 1.19 – C/A COE LCFF - Count
Based on common data issues experienced last year, an existing input validation rule (SENR 0192) has been adjusted to prevent a District of Residence from being identified as a county office of education, a charter school, or an inactive school
COEs are reminded to review students’ District of Geographic Residence to ensure they still reside in the district and update accordingly
October 20, 2015 CIM, Slide 19
Fall 1 – LCFF TK Adjustment Recently enacted legislation allows LEAs to enroll students who
turn 5 after December 2 in a transitional kindergarten program at the start of the school year, but disallows them from being included in the Unduplicated Pupil Percentage used to determine funding under Supplemental and Concentration grant funding under LCFF • Note: an LEA may not claim average daily attendance for these students
until the student turns 5
LEAs should enroll these students in their student information systems; however, CDE will remove these students from the enrollment and Unduplicated Pupil Count LEAs certify on Report 1.17, and the resulting count will be used as the basis for calculating the supplemental and concentration grants
A change request is in process to add a filter to Report 1.17 to enable LEAs to view their LCFF Unduplicated Pupil Count excluding these TK students
October 20, 2015 CIM, Slide 20
4-year Graduation Cohort Data In order to meet the federal reporting deadline for cohort
outcome data:
• LEAs will be given one private preview of the cohort data, including AYP targets, for correction purposes following the initial Fall 1 certification deadline
• LEAs that do not certify their Fall 1 data by the initial certification deadline will not receive a cohort preview
• LEAs will be required to complete all cohort corrections in the CALPADS ODS by the close of the Fall 1 amendment window
• These final data will be posted on DataQuest and used for accountability and federal reporting purposes
October 20, 2015 CIM, Slide 22
Fall 2 – English Learner Services To improve the quality of English Learner (EL) instructional
services data, LEAs are now required to report the EL instructional service provided in every course in which an EL is enrolled
LEAs will receive a fatal error (CERT063 – EL Student Reported for Whom No Education Course is Indicated), and will not be able to certify their Fall 2 submission if, for any EL student, they fail to report the type of EL instructional service being provided in at least one course or that no service is being provided • New EL Services Code: 5 – No English Learner Services
October 20, 2015 CIM, Slide 23
Fall 2 – English Learner Services
LEAs are reminded that: • Counseling and tutoring do not qualify as EL instructional
services • Special Education students who are English Learners
must receive EL instructional services in accordance with their Individualized Education Plan (IEP)
• LEAs should not assume that appropriate services are being provided based simply on teachers’ credentials or authorizations
October 20, 2015 CIM, Slide 24
Fall 2 – Student Course Enrollments
In 2015-16 all LEAs, including alternative education schools, are required to submit student course enrollments for their students
October 20, 2015 CIM, Slide 25
Impact of CAHSEE Suspension
Senate Bill (SB) 172 SB 172 suspends the administration of the California High
School Exit Exam (CAHSEE) Passing the CAHSEE is no longer a requirement for
receiving a high school diploma for the 2015-16, 2016-17, and 2017-18 school years
LEAs are also required to grant a diploma of graduation to any student who completed grade 12 in the 2003-04 school year, or a subsequent school year, and has met all applicable graduation requirements other than passing the CAHSEE
LEAs may start issuing diplomas on January 1, 2016
October 20, 2015 CIM, Slide 26
Impact of CAHSEE Suspension Are LEAs required to change or update any existing CALPADS data due to the suspension of the CAHSEE requirement? Generally NO The data in CALPADS reflects implementation of
the graduation requirements at the time the data was reported
Prior year graduate counts will not be recalculated; therefore, LEAs do not need to change or update any CALPADS data as a result of the suspension of the CAHSEE requirement except in two scenarios
October 20, 2015 CIM, Slide 27
Impact of CAHSEE Suspension Scenario 1: 2014-15 Graduates LEAs will be required to change data if they have already
submitted exit/completion data for 2014–15 graduates For 2014–15 graduates (students who have met all
applicable graduation requirements other than the passage of the CAHSEE), LEAs should make sure that these students are exited with a Student Exit Category Code of E230 (Completer Exit) and a School Completion Status Code of 100 (Graduated, standard HS diploma)
Any students reported with a School Completion Status Code of 104 (Completed local and state requirements, failed CAHSEE, and did not receive a high school diploma) will not be counted as graduates
October 20, 2015 CIM, Slide 28
Impact of CAHSEE Suspension Scenario 2: 2012-13 and 2013-14 “Now” Graduates For students who met all applicable graduation
requirements in 2012-13 and 2013-14 except for passage of the CAHSEE, LEAs may enroll these students in the 2014-15 academic
year for one day and then exit them the next day with a Student Exit Category of E230 (Completer Exit) and a School Completion Status code of 100 (Graduated, standard HS diploma) if LEAs want these students to be counted as 5th or 6th year graduates
October 20, 2015 CIM, Slide 29
Impact of CAHSEE Suspension Graduating Class
Year: Update CALPADS to: To be counted as:
2014-15 Exit Code E230, Completion Code 100
A 2014-15 graduate
2013-14
A one day enrollment in the 2014-15 academic year
with Exit Code E230, Completion Code 100
A 2014-15 5th year graduate
2012-13
A one day enrollment in the 2014-15 academic year
with Exit Code E230, Completion Code 100
A 2014-15 6th year graduate
2011-12 and before
No updates No changes
October 20, 2015 CIM, Slide 30
Impact of CAHSEE Suspension CALPADS Impacts Completion status Code 104 (met grad
requirements, failed CAHSEE) – In November Release will be retired 08/15/2014 (end of dropout reporting cycle)
Completion Status Codes 106 (Grad with CAHSEE Waiver) and 108 (Grad, CAHSEE exempt)– In November Release will be retired with an end date of 06/30/2015 NOTE: There is no need to update students with
completion status codes 106 and 108 because they are already counted as graduates
October 20, 2015 CIM, Slide 31
Impact of CAHSEE Suspension Since Enrollment Status Code 40 (Receiving
Specialized Services Only) is only to be used for students taking CAHSEE Intensive Instruction, the CDE is considering retiring this Enrollment Status • LEAS currently using this status for purposes other than
CAHSEE Intensive Instruction should begin using Enrollment Status code 10 (primary) or 20 (secondary)
• Current guidance is for LEAs to enroll special education and preschool students with an enrollment status of 10 or 20
End-of-Year (EOY) 4 Student Waivers collection will be discontinued in 2015-16
October 20, 2015 CIM, Slide 32
Impact of CAHSEE Suspension For more information on the CAHSEE
Suspension, visit the CDE’s FAQ About the Suspension of the CAHSEE, at:
http://www.cde.ca.gov/ta/tg/hs/cahseesuspendfaq.asp
October 20, 2015 CIM, Slide 33
Direct Certification Modification Impact of recent modification to the Direct Certification matching logic CALPADS student data (name, date of birth, student
address, and gender) are matched against California Department of Social Services (CDSS) data on family participation in the CALFresh (SNAP) and CALWorks (TANF) programs A secondary match is then conducted without the
address on students who were not matched with the address This process meets the United States Department of
Agriculture (USDA) National School Lunch Program (NSLP) requirements
October 20, 2015 CIM, Slide 34
Direct Certification Modification As a result of this change, 372,210 more students were
directly certified as eligible for free or reduced price meals between the months of July 2015 and September 2015
While the secondary match process results in more false positives, it is a very small number compared to the increased number of valid matches
CDE continues to work with CDSS to further refine the matching process to reduce the number of false positives
LEAs should carefully word communications to families who are directly certified to mitigate concerns should a student be falsely matched
If a family reports a student as a false positive, the food service director should change the food service system to reflect that the student was not directly certified
October 20, 2015 CIM, Slide 35
Direct Certification Modification Invalid Addresses no longer identified As a result of the change in matching logic, LEAs
no longer receive an indication that an address is invalid
CDE recognizes that LEAs used this indication to identify addresses that needed cleaning up and will consider ways to provide this functionality in the future
October 20, 2015 CIM, Slide 36
Long-Term English Learner Report Current law (Education Code section 313.1) requires the
CDE to annually report on the number of “Long-term English Learners” (LTELs) and English Learners at risk of becoming an LTEL
Senate Bill (SB) 750 (Chapter 660, Statutes of 2015) was recently enacted to modify how LTELs are calculated
Per the amended law, to calculate 2014-15 LTELs, 2013-14 Smarter Balanced assessment results are needed
Since Smarter Balanced assessment results do not exist for 2013-14, the 2014-15 LTEL determinations as specified in law cannot be made this year
October 20, 2015 CIM, Slide 38
Assessments and CALPADS CDE is updating the assessment functionality in CALPADS
for rollout this year Some of the functionality has been implemented and
defects are being addressed Streamline load process - implemented
Assessment roles have been consolidated to operate across all assessment types - implemented
Reports based on students currently enrolled regardless of where students took test – CELDT report available but addressing defects
Student assessment summary more accessible - implemented
October 20, 2015 CIM, Slide 39
Assessments and CALPADS The following has been loaded
• CELDT: 2012-13, 2013-14, 2014-15 (post DRM)
The following will be loaded this year • CELDT 2011-12, 2014-15 FINAL • CAASPP
Smarter Balanced English language arts/literacy and mathematics 2014-15
Science: California Standards Test, California Alternate Performance Assessment, California Modified Assessment 2013-14, 2014-15
• CAHSEE • Legacy STAR
October 20, 2015 CIM, Slide 40
CAASPP and CALPADS
Turnaround time:
LEA uploads new enrollments in CALPADS on…
Enrollments show up in the Test Operations Management System (TOMS) on the morning of…
Thursday Monday
Friday Tuesday
Monday Wednesday
Tuesday Thursday
Wednesday Friday
October 20, 2015 CIM, Slide 41
CAASPP and CALPADS What enrollments are sent to TOMS? CDE sends the most current primary or short-
term enrollment each Sunday through Thursday night If a student is concurrently enrolled, CALPADS
sends the enrollment with the most recent start date Therefore, a Concurrent Enrollment does not
need to be resolved for a student to test UNLESS the latter LEA enrolled the student in error
October 20, 2015 CIM, Slide 42
CAASPP and CALPADS What student demographics are used in TOMS, the Online Reporting System (ORS) and posted summary reports? The most current demographic data from CALPADS sent
daily in the testing year are used in TOMS, ORS, and posted summary reports
Keeping CALPADS up-to-date with student demographic and program participation data will facilitate accurate reporting in all systems
In 2015-16, LEAs will be able to view report aggregates in ORS much earlier which will enable LEAs to identify issues and update data prior to public posting of aggregate results
October 20, 2015 CIM, Slide 43
CAASPP and CALPADS What student demographics are used in accountability? CDE uses most up-to-date demographics in the
CALPADS Operational Data Store (ODS) when calculating accountability measures
CDE informs LEAs when ODS data will be pulled for this purpose
CDE will continue to show LEAs the students used in accountability metrics so that LEAs can update data prior to final calculation and posting of accountability measures
October 20, 2015 CIM, Slide 44
CAASPP and CALPADS How important is it to update special education and 504 program records in CALPADS? This year it is critically important that LEAs update
CALPADS with students’ Special Education and Section 504 plan program records
LEAs will only be able to load accommodations for students with a Special Education or 504 program record loaded from CALPADS to TOMS
This is a change from last year
October 20, 2015 CIM, Slide 45
CAASPP and CALPADS What student address should LEAs submit to CALPADS? If a student has both a residential and mailing address,
LEAs should submit the mailing address to CALPADS The mailing address meets both CALPADS purposes for
maintaining student addresses: For the Direct Certification matching process To provide to TOMS for LEAs opting for student addresses on
Individual Student Reports (ISRs)
NOTE: Since the mailing address meets all current purposes, there are currently no plans to modify CALPADS to maintain both address types
October 20, 2015 CIM, Slide 46
CAASPP and CALPADS What grade is used for students taking the California Alternate Assessment (CAA)? The process remains the same as last year TOMS will display UE, US, UU and Date of Birth
(DOB) and LEAs will be able to select the appropriate exam based on the rule of subtracting “5” from the age the student was on September 1 of the academic year EXAMPLE: If a student was 10 on September 1,
2015, then the student should be tested with the Grade 5 test (10 – 5 = 5) in spring 2016
October 20, 2015 CIM, Slide 47
CAASPP and CALPADS Who should I contact for technical questions, such as when a school or student is not in TOMS?
California Technical Assistance Center
800-955-2954
http://caaspp.org/about/smarter-balanced/
http://caaspp.org/administration/instructions/
Hours of operation: Monday through Friday,
7 a.m. to 5 p.m. PT
October 20, 2015 CIM, Slide 48
CAASPP and CALPADS Who should I contact for policy or program questions?
California Department of Education
Accommodations, Test Policy, Testing Irregularities
CAASPP Office
916-445-8765
For Security Breaches: 916-319-0969 [email protected]
October 20, 2015 CIM, Slide 50
Accountability Update - State
Changes to Academic Performance Index (API):
No API will be produced for 2014-15 or 2015-16
Moving to a new accountability system that is based on “multiple measures”
One component likely be a College and Career Indicator (CCI) that includes multiple ways for schools to demonstrate that their students are prepared for college and career
Proposals will be presented to the State Board of Education next spring
October 20, 2015 CIM, Slide 51
Adequate Yearly Progress (AYP) will be calculated for all schools based on (pending final federal approval): Elementary and Middle Schools
Participation in Smarter Balanced Assessments grades 3-8
An attendance rate proxy based on Average Daily Attendance
High Schools Participation in Smarter Balanced Assessments grade 11
4-year Graduation Cohort Rate
Accountability Update - Federal
October 20, 2015 CIM, Slide 52
Accountability Update - Federal
LEAs will be provided an AYP report in November displaying the students included and not included in AYP calculations and subgroups
The aggregate and student level report will be provided through CALPADS
October 20, 2015 CIM, Slide 54
Looking Ahead – Perkins Transition Transition of Perkins E1 to CALPADS Perkins E1: includes CTE participants, concentrators,
and completers (concentrators completing a capstone course)
2014-15 Parallel Year: data from Perkins Data System (PDS) will be used for federal reporting
For 2015-16 CTE reports in CALPADS will be modified to reflect how data is reported for E1
October 20, 2015 CIM, Slide 55
Looking Ahead – CASEMIS Transition LEAs must submit discipline data for all students including
special education students
Since discipline data are already collected in CALPADS, it is being transitioned earlier
CASEMIS discipline data will be used for federal reporting in 2014-15
EOY 3 CALPADS discipline data will be used in 2015-16
Additional CALPADS reports will be provided in 2015-16 which reflect how data will be reported to meet federal reporting requirements for IDEA
October 20, 2015 CIM, Slide 56
Looking Ahead – CASEMIS Transition The CDE will be transitioning other California Special
Education Management Information System (CASEMIS) data to CALPADS over the next several years
General timeframe – pilot in 2017-18
CDE will work closely with special education management information system vendors; almost all LEAs use the same system
October 20, 2015 CIM, Slide 57
Looking Ahead – System Improvements CDE continues to work to address some overall
performance issues:
Posting: CDE recognizes the need to address the length of time it takes for posting and plans to improve this functionality in the future
View Only Functionality: CDE recognizes the value of such functionality to LEAs and continues to plan for this enhancement
ODS Report Processing: ODS report processing will be updated
October 20, 2015 CIM, Slide 58
CALPADS Support Update Martha Friedrich
Client Services Officer, FCMAT/CSIS
October 20, 2015 CIM, Slide 59
CALPADS Support Update Topics
EOY Submission Statistics New / Revised Functionality Fall Submission Strategies Recognition Program Support Tips
October 20, 2015 CIM, Slide 60
EOY Submission Statistics
Submission
Expected LEAs
Total Certified
Percent Certified
EOY 1 1533 1500 97% EOY 2 1755 1749 99% EOY 3 1755 1749 99% EOY 4 865 862 99%
October 20, 2015 CIM, Slide 61
2015-16 Summary of Fall 1 Changes Functionality Change
Code Set *Primary Language – New code values added: 66-Amharic, 67-Bulgarian, 68-Kikuyu (Gikuyu), 69-Kashmiri, 70-Swedish, 71-Zapoteco, 72-Uzbek
Code Set *School Completion Status - Modified Code 320 title and description to accommodate CA approval of three different high school equivalency exams
Report Report 1.17 - Foster Youth types consolidated into one column since all Foster Youth are eligible for FRPM
Validation SPRG0263 – Modified severity from Fatal to Warning
Validation SENR0192 – Modified to only accept valid CDS codes in SENR Field 1.32 "District of Geographic Residence (DOR)"
Validation CERT056 - Modified from a Warning to Fatal, Special Education Exit Code for Non-Special Education Student
* Check CALPADS Code Sets document for details and update local SIS as necessary
October 20, 2015 CIM, Slide 62
2015-16 Summary of Fall 1 Changes
Change Impact
Validation No Certification Warnings for this year ONLY
Suspension of CAHSEE (SB 172)
LEAs can now exit eligible students meeting all other graduation requirements with Exit Reason Code E230 and completion code 100
Code Sets Retire Completion Status
codes 104, 106, 108.
Code 104 retired date 8/15/14 Code 106 retired date 6/30/15 Code 108 retired date 6/30/15
October 20, 2015 CIM, Slide 63
2015-16 Summary of Fall 1 Changes Change Impact
View Submission Status screen can track posted jobs 2 new columns added 3 new statuses added 1 status deleted (Complete)
LEAs need to correlate posted data to appropriate snapshot revision to identify what is included in the aggregate counts
Multiple snapshot revisions are now available in CALPADS
Snapshot reports refresh as new updates post to ODS
New column added to manage revisions 2 new snapshot statuses have been
added User can freeze a snapshot so it is not
modified by any new updates
The default snapshot version will be Revised Uncertified
LEAs will be able to see new snapshots after each successful data update/post
LEAs may need to consider how to take advantage of multiple revisions or when to even check for a new revision
The Revised Uncertified version can be refreshed multiple times daily depending on system load and posting backlog
October 20, 2015 CIM, Slide 64
Summary of Changes and Impact
Snapshot Reports refreshed during the day As relevant data are posted a new snapshot
revision is created The revision frequency will be based on server
load and other factors
October 20, 2015 CIM, Slide 65
File Status Definition
Revision in Progress Posted records are being extracted and in process of generating the Snapshot reports
Revision Complete New snapshot reports generated successfully
File Submission Status: New Statuses
October 20, 2015 CIM, Slide 66
Snapshots: Revision Status
Revision Status Definition
Revised Uncertified Most recent revision that has not been certified.
In Review Uncertified Revision flagged by the LEA to be kept. Newer revisions may exist.
Certified LEA has approved snapshot revision as complete and accurate.
Decertified LEA chose to remove its certification. Most recent decertified revision will be kept.
October 20, 2015 CIM, Slide 68
All Certification Warnings Disabled
68
Significant changes in school
No data
Conflicting numbers
Questionable proportions
Invalid records
LEAs will need to do their own analysis against prior year submissions
School LEA Enrollment X Enrollment by grade X Enrollment by race/ethnicity X Graduate % X Graduate % (UC/CSU requirements met) X Dropouts and dropout rate X LEP and LEP % X ELs / FEPs / RFEPs X FEP proportion X FRPM X X Gate X X Special Ed X X Title I Part C Migrant X X Title III Eligible Immigrants X X
Graduates (among last year’s 12th graders) Dropouts (in a school with grades 9-12) FRPM GATE Homeless Special Ed Title I Part C Migrant Title III
More Graduates than prior year 12th Graders
Title I Part C Migrant
Over 25% of students in school are in Special Ed Over 25% of students in LEA are in Special Ed
October 20, 2015 CIM, Slide 69
Important Fall 1 Dates
Census Day Oct. 7
Certification deadline
December 18
Amendment deadline
February 19
69
CALPADS Calendar: http://www.cde.ca.gov/ds/sp/cl/rptcalendar.asp
October 20, 2015 CIM, Slide 70
Fall - 1 Suggested Milestones Now Complete Fall 1 data population in local SIS
Post SENR, SPRG, SELA & optional SINF files 10/25 – 10/30
Resolve anomalies, resolve certification errors, review certification reports and update records if necessary 11/2 – 11/20
Certify Fall-1 (level 1 & level 2) 12/7 – 12/11
Now – 10/23 Upload SENR, SELA, and SPRG files. Review
validation errors and reconcile as needed (SINF optional)
Send reports to site leaders for approval 11/23 – 12/4
October 20, 2015 CIM, Slide 71
Submission Strategies Fall Certification Errors and Reports Resolve fatal errors first Review and reconcile aggregate reports Start with 1.1 or 1.5
Refer to Report Mapping Guide
Manually check trend edits
Use supporting reports to assist in reconciliation Fix local data and re-upload as needed Minimize use of Online Maintenance
October 20, 2015 CIM, Slide 72
Submission Strategies Why meet the Fall 1 deadline? Preview DataQuest
County Office of Education reviews LEA’s Certified Reports
Avoid CDE letter to Superintendent
Poised to succeed with Fall 2
Preliminary Accountability reports
Eligible for Data Management Recognition
Be a kind and courteous neighbor
October 20, 2015 CIM, Slide 73
Fall 2 Changes Fall 2 snapshot refreshes begin in November
Retired NonClasSuppAssgn-Teacher Librarian code 0204
Added Course - Information and Digital Literacy and Digital Citizenship code 6026
Added seven course codes representing college level courses taken for college credit
Corrected Valid Code Combo grade span for courses 2435 – 2477
October 20, 2015 CIM, Slide 74
Fall 2 Changes Added Education Service English Learner code
5, No English Learner Services CRSE0127 - triggers on all school types Invalid NCLB Core Course Instructional Level Code CERT063 – changed from a Warning to Fatal,
EL Student Reported for Whom No Services are Indicated
October 20, 2015 CIM, Slide 75
Fall - 2 Suggested Milestones Now – 11/3 Complete Fall 2 data population in local SIS
Post SDEM, SASS, CRSE, SCSE files 11/28/15 – 1/8/16
Resolve certification errors, review certification reports and update records if necessary
1/11/16 – 2/12/16
Certify Fall-2 (level 1 & level 2) 2/29/16 – 3/4/16
11/9 – 11/25 Upload SDEM, SASS, CRSE, SCSE files. Review validation errors and reconcile as needed
Send reports to site leaders for approval 2/15/16 - 2/26/16
October 20, 2015 CIM, Slide 76
Submission Strategies Fall 2 Certification Strategies
1. Complete Fall 1
2. Submit and post Staff Demographics
3. Submit and post Staff Assignments
4. Submit and post Course Section
5. Submit and post Student Course Section
1 2
4
5
3
October 20, 2015 CIM, Slide 77
Fall 2 High Profile Validations CRSE0127 - Invalid NCLB Core Course
Instructional Level Code CERT063 - EL Student Reported for Whom
No Services are Indicated CERT108 - Total FTE to Total Staff ratio is
greater than 1.25 or less than .75
October 20, 2015 CIM, Slide 78
General Submission Strategies
Set Up Accounts
Submit Data Reconcile
Review/ Certify
County Level
Review
October 20, 2015 CIM, Slide 79
Submission Strategies
Fall 1
Fall 2
10/7
Census Day
September
Populate local data
10/23
Upload data
11/28
Upload data
12/18
Fall 1 due
3/4
Fall 2 due
Populate local data
Census Day
2/12
Review reports
11/20
Review reports
2015 2016
October 20, 2015 CIM, Slide 80
CALPADS Recognitions Recognition Program Counts: Training Recognition, recognizing those who
complete the nine core CALPADS trainings 2013-14 Cohort = 96 2014-15 Cohort = 296
Data Management Recognition, recognizing LEAs that certify on time and maintain quality data 2013-14 Cohort = 1,719 2014-15 Cohort = 1,463
October 20, 2015 CIM, Slide 82
Support Tips Expedite Support Response Time Reference Known Issues Advise site users to contact LEA Admin Configure Security Questions Use email or web form Include Job ID, SSID*, SEID, Error Number
*Do not include personally identifiable information; the SSID is sufficient
October 20, 2015 CIM, Slide 83
Training Opportunities http://csis.fcmat.org/Pages/Trainings.aspx http://csis.fcmat.org/Pages/Self-Paced-
Training.aspx Basic courses Advanced courses Self-Paced Training Modules
Create a CSIS/FCMAT account to register for training
Support Tips
October 20, 2015 CIM, Slide 84
Support Tips Resources Release Updates and Known Issues Error List (now available from “Help”) Flash Updates Data Guide Self-Paced Training Modules Mini Tutorial Clips Glossary (User Guide) FAQs
October 20, 2015 CIM, Slide 85
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