CALPADS Information Meeting

CALPADS Information Meeting
April 17, 2018 This presentation may be downloaded from:

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Agenda CDE Update CALPADS Support Update Next Meeting

Procedures for Asking Questions
To Ask a Question Click on the “Q&A” icon to open the Q&A box In the “Send to” dropdown, select “Presenter” Type your question in the Q&A box and select “Send” We will Respond to questions at specific intervals and 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

CDE Update Karen Almquist Administrator Paula Mishima Administrator
CALPADS/CBEDS/CDS Operations Office Paula Mishima Administrator Educational Data Management Division

CDE Update – Agenda Submission Deadlines and Key Dates System Update
Accountability Update Assessment Update Other Program Updates

2017–18 Submissions The CDE would like to congratulate …
100% of LEAs for certifying the Fall 1 submissions! 98.9% of LEAs for certifying Fall 2 submissions! The data LEAs submit to CALPADS have are key to many critical functions, putting more responsibility and workload on those who work on CALPADS.

2017–18 Submissions The 2017–18 EOY Submission Other Key Dates
Opens: May 14, 2018 Certification Deadline: July 31, 2018 End of Amendment Window: August 24, 2018 Other Key Dates ODS Pull for 4-year Adjusted Cohort Graduation Rate (ACGR): Mid-September CALPADS offline (approx. one week ) for major system upgrade: Mid-September following ODS pull for 4-Year ACGR

2018-19 Submissions Fall 1 Certification Deadline: November 21, 2018
Fall 1 Amendment Window Close: December 7, 2018 Fall 2 (one deadline): February 1, 2019 EOY (one deadline): August 17, 2019

System Upgrade – Why? CDE recognizes system performance issues must be addressed CALPADS is nearly 10 years old and requires updates in both hardware and software Security model needs to be updated to handle business needs

System Upgrade – What? System Upgrade includes:
Migrating CALPADS from the CA State Data Center to the Cloud Updating User Interface Upgrading system software Redesigning security model

System Upgrade – What Now?
Changes users will experience immediately Updated look, feel, and navigation Streamlined process for password resets Streamlined roles Ability to assign users with a need to know, to view individual student data Availability of new organizational types (SELPA, COE, multi-LEA) Single username/password to access multiple entities

System Upgrade – What Next?
During , continuing work to optimize CALPADS (response time, file processing, etc.)

Accountability Update

Dashboard - Overview The purpose of California’s new accountability system is to foster continuous improvement as well as to hold both districts and schools accountable Data are key to identifying areas that need improvement The California School Dashboard or “Dashboard” displays the data in performance levels or colored pie charts to help LEAs easily identify strengths and areas in need of improvement The colored pie charts point LEAs to potential areas that need improvement and must be followed up with a closer look at the data

Dashboard - Overview The Dashboard will most effectively inform Local Control and Accountability Plans (LCAP) planning when metrics are based on the most recent data submitted to CALPADS or that is available from other sources Therefore data submission deadlines attempt to balance the practical realities LEAs face of school calendars and availability of staff with the need for timely, quality data

Dashboard - Overview The Performance Indicators are based on:
Status: Where a school is today based on the most recent data Change: Progress a school made from one year to the next - therefore, at least two years of data are always needed Both Status and Change have five levels: Status: Very High, High, Medium, Low, Very Low Change: Increase Significantly, Increased, Maintained, Declined, Declined Significantly Status and Change are combined to produce the Performance Level, displayed in colors and pie segments

Dashboard - Overview The performance levels are displayed as a color and in pie segments:

Dashboard - Overview For those indicators that rely solely on CALPADS certified data, schools that do not certify data in CALPADS are automatically assigned an Orange performance level Currently this only applies to the Suspension Indicator Eventually will apply to the Chronic Absenteeism Indicator

Dashboard Alternative School Status
The 2018 Dashboard will include performance indicators for schools that are part of the Dashboard Alternative School Status (DASS) DASS schools are posted on CDE’s web site DASS applications will be opening again this month More information about DASS indicators will be provided in the coming months

2018 Dashboard Indicator Data Source Year of Data Source
Chronic Absenteeism CALPADS EOY 3 Chronic Absenteeism, Cumulative Enrollment and Suspension Rate Suspension, Cumulative Enrollment English Learner Progress Indicator (ELPI) ELPAC end of year data file No performance indicator in 2018 Will likely report the number of students in each of the ELPAC performance levels based on the 2018 ELPAC Summative Assessment data

2018 Dashboard Indicator Data Source Year of Data Source
Graduation Rate Indicator CALPADS ODS Class of 2018 (status) Class of 2017 (to calculate change) (Both based on new rules) Academic Indicator Smarter Balanced Results (3–8) CALPADS Demographics 2018 Smarter Balanced Assessments 2017 Smarter Balanced Assessments College/Career Indicator (CCI) CALPADS EOY 1 (Course, CTE) CALPADS ODS (cohort, and met UC/CSU requirements, Golden State Seal Merit Diploma, State Seal of Biliteracy indicators) AP, IB Results Smarter Balanced Results (11) Class of 2018, Graduate Cohort (status) Class of 2017, Graduate Cohort (to calculate change)

2018 Dashboard - Timeline Dashboard Release Schedule
Early November 2018 LEA private preview begins Rolling weekly release of indicators Early December, 2018 Tentative public launch of Dashboard

Dashboard Indicators AGENDA 4-Year Adjusted Cohort Graduation Rate College/Career Indicator Suspension Chronic Absenteeism

4-year Adjusted Cohort Graduation Rate (ACGR)

ACGR – Rule Changes In response to U.S. Department of Education Office of Inspector General (OIG) findings there will be changes to some of the business rules (who is in the numerator and denominator) for calculating the 4-year Adjusted Cohort Graduation Rate (ACGR) “Graduates” as defined (numerator) Students in 4-year Cohort based on initial 9th grade entry year (denominator) Rule changes will be applied to 2017 ACGR and 2018 ACGR to calculate the graduation indicator for the Dashboard Letters were sent to Superintendents/Charter School Administrators, and CALPADS Administrators/ Accountability Coordinators with an attachment describing all the changes in detail

ACGR – Rule Changes In calculating the ACGR,
Certain students who were previously removed will remain in the cohort (denominator); Certain students who were previously counted as graduates will no longer be counted as graduates (numerator) To support these business rule changes: Three exit codes are being retired on June 30, 2018 Some exit and completer code definitions are narrowed or clarified to be consistent with federal definitions While the updated definitions will be part of the May 8, 2018 published documents, LEAs should begin to use the updated definitions immediately Inclusion of ACGR data in a compliance monitoring process

ACGR – Rule Changes Who’s in the COHORT? (Denominator)
All students who first enrolled in the school in grade nine four years ago Dropped out over the four years Transferred in over the four years Lost transfers (exited out as a transfer but never enrolled in another CA public school) Transferred to Adult Education or community college (rule change) Removed from COHORT: Transferred to another CA public school Transferred to a private school* Transferred to another state* Moved to another country* *Be sure to maintain supporting documentation Who is a GRADUATE? (Numerator) Earned regular high school diploma as defined (Completion codes 100, 106, 108) Passed the California High School Proficiency Exam (CHSPE) (Note: Feds have opined that this is not a graduate because it does not meet the definition of a regular high school diploma, but this decision is being appealed) Who is NOT a Graduate? Anyone who does not meet one of the criteria above, which includes students earning: Special Education Certificate of Completion High School equivalency certificate Adult education high school diploma (rule change) (Note: If this diploma meets the definition of a regular high school diploma, use code 100) as specified in current guidance (Data Guide, Appendix C)

ACGR – Impact of Changes
These rules changes will result in a drop in the statewide ACGR of 2-3 percent The drop in district and school rates will vary depending on use of adult education and community college exits and awarding of Adult Education High School Diplomas

2018 Dashboard The graduation indicator on the 2018 Dashboard will be calculated using: Status: 2018 ACGR Change: Change from 2017 ACGR (recalculated based on new rules)

2018 Dashboard Timeline for 2017 ACGR
April 27, 2018: CDE will extract 2017 cohort data and will calculate a preliminary 2017 ACGR based on new rules May 14, 2018: CDE will provide LEAs a private preview of the 2017 ACGR and associated student-level data and LEAs will have two weeks to amend enrollment, exit, demographic, and program data in the CALPADS ODS May 20, 2018: 2017 ACGR Correction Window Deadline – CDE will extract corrected 2017 cohort data from the CALPADS ODS which will be used to calculate the final 2017 ACGR based on new rules June 20, 2018CDE will provide LEAs with a pre-release private preview of the 2017 ACGR followed by the public release of the data on DataQuest

2018 Dashboard Timeline for 2018 ACGR - NEW
As desired by LEAs and the State Board of Education, the most recent data will be used for the Dashboard indicators, including the ACGR; in order to accomplish this the timeline for the ACGR is changing as follows: August 24, 2018 – EOY 3 Certification Deadline: LEAs will be required as part of certifying EOY 3 to exit all students from the school year Mid-September (specific data TBD): LEAs will have until Mid-September to update data for summer graduates (students who graduate by August 15) and indicators used in the College/Career Indicator Met UC/CSU requirements Golden State Seal Merit Diploma State Seal of Biliteracy

2018 Dashboard Timeline for 2018 ACGR:
Data will be pulled from the CALPADS ODS in mid-September and used to calculate the 2018 ACGR which will be used for the graduation indicator in the 2018 Dashboard There will be no other opportunity to amend the data

ACGR – New Report To help LEAs meet the new timeline, in May 2018, LEAs will have access to a new 4-year ACGR report in CALPADS that will be refreshed nightly The report will show the counts and rates and will drill down to a student-level report that shows the students in the cohort, students removed from the cohort, and outcomes Prior to exiting all students at the end of the school year, LEAs can review the students in the cohort; outcomes are displayed once the students are exited Once all students are exited, LEAs will be able to see the graduation rate, and can review and update their data until mid-September when data are pulled for use in the Dashboard

Impact of New Timeline Activities that some LEAs previously conducted in the Fall will now have to be done in Spring and Summer! Specifically, LEAs must: Beginning May 2018: Review new Cohort report and update data throughout spring and summer because once data are pulled in mid-September for the cohort there will no other opportunities to amend the data By August 24: Exit all students at the end of the school year in order to certify EOY 3 and to view all outcomes in Cohort Report By Mid-September: Exit all summer graduates (those graduating by August 15) Update ODS to include all indicators for completers (Met UC/CSU requirements, Golden State Seal Merit Diploma, State Seal of Biliteracy)

ACGR - Training The CALPADS Team is offering a new training course for the new 4-Year ACGR functionality in CALPADS The goal of this session is to prepare participants to use the new cohort reports and verify the accuracy of the cohort groupings Encouraged to attend the training are: Staff in LEAs with grades 9-12 who are responsible for determining graduates, completers and drop outs and the reporting elements around these students, (e.g. UC/CSU, Biliteracy and Golden Seal), Staff monitoring Graduation Rate and/or California School Dashboard

College/Career Indicator

For students in the 4-year ACGR (minus students who take the California Alternate Assessment) various data sources will be used to determine the number of students who are Prepared Approaching Prepared Not Prepared Note: The following slides are for non-Dashboard Alternative School Status (DASS) schools

There are multiple ways for a graduate to be considered “prepared” Golden State Seal Merit Diploma and State Seal of Biliteracy will be added for Criteria for being considered “Prepared” for College or Career A CTE Pathway completion plus one of the following: Smarter Balanced assessment, at least a Level 3 “Standard Met” on ELA or math, and at least a Level 2 “Standard Nearly Met” in the other subject area One semester/two quarters of Dual Enrollment with passing grade (Academic/CTE) B At least a Level 3 “Standard Met” on both Smarter Balanced ELA & Math C Completion of two semesters/three quarters of Dual Enrollment with passing grade (Academic and/or CTE subjects) D Passing Score on two AP Exams or two IB Exams E Completion of courses that meet UC/CSU a-g criteria plus one of the following: CTE Pathway completion At Least a Level 3 on ELA or Math; and at least a Level 2 in the other subject Passing score on one AP Exam or on one IB Exam

What is collected? How is this collected? When is this collected? CTE Pathway Completion CALPADS Student Career Technical Education (SCTE) File EOY 1 College Credit-Bearing Courses (dual enrollment) A-G course completion CALPADS Course Completion (CRSC) and Student Course Completion (SCSC) Files Grade 11 Smarter Balanced Assessments Test file from vendor CALPADS ODS student demo data End of the test administration window AP and IB Exams IB and College Board exam results End of the academic year A-G Completion Golden State Seal Merit* Seal of Biliteracy* *will be added to Dashboard CALPADS Student Enrollment File ODS Mid-September following end of school

2019 College/Career Indicator
New data to be collected in for the CCI In a desire to include more measures that reflect readiness for “career”, LEAs may: Collect and submit data related to students’ completion of specified certification and other programs in SENR record Beginning May 2019, after new indicators are added to the Student Enrollment (SENR) file, submit new indicators in SENR Indicators should be maintained in SIS and sent with SENR on an ongoing basis

Suspension

Suspension Rate Suspension Rates are calculated using the following EOY 3 certified data: Count of Suspensions (unduplicated) Cumulative Enrollment The Suspension Rate Indicator on the 2018 Dashboard will be based on: 2016–17 suspension rate 2017–18 EOY 3 certified suspension and cumulative enrollment data

Total unduplicated number of students suspended at a school
Suspension Rate The suspension rate is calculated by: Total unduplicated number of students suspended at a school Total unduplicated number of students enrolled at the school during the year (cumulative enrollment) Some Scenarios: A student who is suspended on December 10 and transfers out of the school on February 10 is counted as a student suspended at the school A student who enrolls in a school on March 7 and transfers out on March 10 would be counted in the school’s cumulative enrollment

Suspension Rate Carefully read Offense Code definitions
Example: Is it likely that a kindergarten student will have committed Sexual Assault (CALPADS code 401) which is essentially defined as rape? Review students expelled for “defiance” per EC Section 48900(k)(2) (CALPADS code 511) as pupils enrolled in: K-3 cannot be suspended unless suspended by a teacher pursuant to EC Section 48910 K-12 cannot be expelled

Chronic Absenteeism

Chronic Absenteeism Definition: A "chronic absentee" has been defined in California Education Code (EC) Section 60901(c)(1) as "a pupil who is absent on 10 percent or more of the school days in the school year when the total number of days a pupil is absent is divided by the total number of days the pupil is enrolled and school was actually taught in the regular day schools of the district, exclusive of Saturdays and Sundays." Research finds that addressing chronic absenteeism positively impacts other achievement outcomes

Chronic Absenteeism California recognizes the importance of kids being in school: Education Code Section 48240(a) states that each school district and each county superintendent “shall appoint a supervisor of attendance and any assistant supervisors of attendance as may be necessary to supervise the attendance of pupils in the school district or county” The supervisor of attendance is a key partner in addressing chronic absenteeism and ensuring accurate chronic absenteeism data Recent legislation (AB 2815, Chapter 829, Statutes of 2016) which became effective January 1, 2017 expanded the duties of the supervisors of attendance to include the following:

Chronic Absenteeism Raise the awareness of school personnel, parents, guardians, caregivers, community partners, and local businesses of the effects of chronic absenteeism and truancy and other challenges associated with poor attendance Identify and respond to grade level and pupil subgroup patterns of chronic absenteeism and truancy Identify and address factors contributing to chronic absenteeism and habitual truancy, including suspension and expulsion Ensure that pupils with attendance problems are identified as early as possible to provide applicable support services and interventions Evaluate the effectiveness of strategies implemented to reduce chronic absenteeism rates and truancy rates

Chronic Absenteeism

Chronic Absenteeism To identify students with attendance problems “as early as possible” LEAs should: Review current attendance practices to ensure data are maintained appropriately in SIS Use the data in your SIS to monitor attendance on a daily basis to address students with attendance problems CALPADS is not meant to be an early warning system Use functionality that already exists in SIS, or freely available tools that monitor attendance Tools can be found here:

Chronic Absenteeism Based on local data:
Quickly follow up on students that appear to have an attendance problems (both truants and students with multiple excused absences) during the school year Follow up on “no shows” (students exited with E155) at the beginning of the school year to determine what happened to those students: whether they transferred to another LEA, moved out of the state or country, or appear to have dropped out Identify and follow up on missing matriculated students that are expected to show up but do not, by working with feeder schools

Chronic Absenteeism Element and code definitions were modified to support program policies – review Flash 134: E140 – NoKnownEnroll Truant should always be used for students ages six until 18 who: Have been attending but become truant during the year Are expected to return at the beginning of the year and who do not show up Are expected to return to the student’s school of residence after exiting an alternative school (e.g. community day, juvenile court school) and do not show up at the school of residence

Chronic Absenteeism What date should be used when exiting a student with E140? Truant students who are known to reside within the district boundaries can be exited with an E140 using the SARB referral date, after all truancy intervention steps have been taken, and the student has been referred to a SARB Truant students who cannot be located and are believed to no longer reside within district boundaries can be exited with an E140 using the date that a full investigation was completed as to the whereabouts of the student

Chronic Absenteeism When should the N470 – No Show exit be used?
N470 – No Show should only be used to nullify a pre-enrollment of a student who had no prior enrollments in the school, and were a: First time enrollment in CALPADS (e.g. kindergarten students or transfer students from a private school or school outside of California) First time enrollment in the school as a result of a matriculation from another school (since the student did not actually attend the school they will not be included in the school’s 4-year graduation cohort) N470 – No Show can also be used to nullify a pre-enrollment of a student who was exited with an E155 and was expected to return the following year, but then is confirmed to be enrolled in another California public school Deleting the pre-enrollment in this scenario is also acceptable

Chronic Absenteeism - Indicator
The State Board of Education will be determining in November 2018: What grade levels the Chronic Absenteeism indicator will be based on (e.g. K-8 or K-12) The standards or cut points for the Chronic Absenteeism performance indicator While the methodology for accountability may vary from the methodology used for DataQuest, in the meantime, DataQuest provides valuable information: Districts/schools can review their chronic absenteeism rates and compare them to district, county, state rates Districts/schools can review chronic absenteeism rates between disaggregated student groups

Assessment Update

ELPAC Overview The English Learner Proficiency Assessments for California (ELPAC) is a paper-pencil test that includes: Initial Assessment – given throughout the school year based on responses to a home language survey when a student first enrolls Students who take the initial assessment will also take the summative assessment in the spring if they are determined to be an English Learner Summative Assessment – given in the spring (instead of the fall) The integration of the ELPAC process into CALPADS will be phased in over time

ELPAC Roll-Out Summative ELPAC rolled out on February 1, 2018
LEAs have the option of ordering Pre-ID labels for their students through May 15, 2018 Pre-ID labels are created from CALPADS enrollment and English Language Acquisition Status (ELAS) data fed nightly to the Test Operations Management System (TOMS) Data for the Pre-ID labels, however, are pulled on a singular date; therefore it may not include some students who enroll subsequent to the pull date LEAs have the option to order a second round of Pre-ID labels for newly enrolled students after that date, although there is a slight increase in cost LEAs can also use TOMS to: View all currently enrolled students who must take the summative, by sorting the Student Demographic Report by ELAS View scores of any students who may have already been tested by another LEA, however, updates to TOMS occur at the end of specified windows so there is a lag between when a student is tested and the score shows up in TOMS LEAs will receive downloadable score files on a monthly basis from May through August All results will be loaded into CALPADS for the year after September 15, 2018

ELPAC Roll-Out Initial ELPAC rolls out July 1, 2018
Students eligible to take the Initial ELPAC are those with an enrollment in CALPADS, an ELAS of TBD, and a primary language other than English; these data are fed nightly to TOMS and the Local Scoring Tool (LST) LEAs can generate the Initial Student Eligibility Report in the LST for a list of students eligible to be tested with the Initial ELPAC; this list will shrink as student scores are uploaded to the LST LEAs assess eligible students with the Initial ELPAC and then: Calculate the raw scores and record them on the Score Sheet at the back of the Answer Book Designated staff then input raw scores into the LST to generate an overall performance level and scale score Entry of the raw scores into the LST will only be allowed for eligible students

ELPAC Roll-Out For students assessed with the Initial ELPAC prior to the beginning of school: To accommodate LEAs who assess students with the Initial ELPAC prior to the beginning of school, the CDE tentatively plans to modify the daily feed to the test vendor to pick up pre-enrollments (students whose enrollment date is in the future) LEAs would pre-enroll students in CALPADS so that their enrollment record is included in the LST, which would allow the LEA to load raw scores into the LST Once the raw scores are loaded into the LST, the LEA will receive a scale score and performance level needed to provide appropriate services Students who are pre-enrolled but end up not attending in the fall will have to be exited with an N470 (No Show) LEAs who assess new students prior to the beginning of school must: Submit an ELAS start date in their student information system that is on or after the student’s enrollment date in order for the ELAS to be loaded into CALPADS

ELPAC Roll-Out Use this code … If student’s ELAS was corrected … EOC1 from EL to EO due to Home Language Survey mistake EOC2 from EL/IFEP to EO due to a student misidentification (wrong student) EOC3 from EL/IFEP to EO for other reasons ELC1 from EO/IFEP to EL due to inability to perform ordinary classroom work ELC2 from IFEP to EL due to score evidence by contractor FEP1 from EL to IFEP due to score evidence by contractor Beginning July 1, 2018, LEAs may correct an EO, EL or IFEP designation before the student takes the Summative ELPAC, using one of the ELAS codes that indicate why the change was made A correction can occur only once in the course of the student’s California public school career New codes valid only for students designated EO, EL or IFEP on or after July 1, 2018

CAASPP/CALPADS Reminders
To avoid data issues : Keep CALPADS up-to-date with student demographic and program data During the testing window, LEAs should review subgroup data available in TOMS in the LEA-level Student Demographics Report and correct any data prior to the end of their testing window Enroll and exit students in CALPADS on a timely basis Avoid retroactive updates of student exits - in particular, be sure to exit before the testing window opens, any students who leave before the testing window opens

CAASPP/CALPADS Reminders
Retroactive updates of exits causes confusion EXAMPLE A student exits on 4/18/17 prior to the 5/1/17 opening of the LEA’s testing window On 5/2/17, the LEA exits the student from CALPADS with a 4/18/17 exit date Since the student was exited from CALPADS after the testing window opened on 5/1/17 the student was included in the CALPADS to TOMS file and therefore a testing registration was created The student will continue to be in the Completion Status Report for the remainder of the testing window The student is counted as “not tested” on the public reporting site, which is misinterpreted as the participation rate While the CDE screens such students out when the official participation rate is calculated, LEAs are confused when they receive Student Score Reports for such students

Other Program Updates

ESSA Teacher Reporting Requirements
ESSA requires ANNUAL counts of minority and socioeconomically disadvantaged students compared to counts of non-minority, non-socioeconomically disadvantaged students taught by the following: “Ineffective” Teachers “Out-of-Field” Teachers “Inexperienced” Teachers

Term Definitions Adopted by State Board Ineffective Teacher A teacher who is: Misassigned (placed in a position for which the employee does not hold a legally recognized certificate or credential or a certificated employee placed in a teaching or services position in which the employee is not otherwise authorized by statute to serve) Teaching without a credential Out-of-field Teacher A teacher who has not yet demonstrated subject matter competence in the subject area(s) or for the student population to which he or she is assigned. Under this definition, teachers with the following limited permits would be considered out-of-field: General Education Limited Assignment Permit (GELAP) Special Education Limited Assignment Permit (SELAP) Inexperienced Teacher A teacher who has two or fewer years of teaching experience

Teacher Type Data Source Ineffective Beginning in CALPADS Fall 2 (Course Section File) matched by the Commission on Teacher Credentialing (CTC) with CTC credential data to identify potential mis-assignments which are then reviewed by counties and districts to confirm mis-assignments Out-of-field CALPADS Fall 2 (Course Section File) matched with CTC credential data General Education Limited Assignment Permit (GELAP) Special Education Limited Assignment Permit (SELAP) Inexperienced CALPADS Fall 2 (Staff Demographic file) 7.31 – Staff Service Years Total

Main Take-a-ways Ensure accurate population of 7.31 – Staff Service Years Total (used in federal reporting) Appropriate staff should review local courses and State Course Code definitions to ensure they are appropriately mapped, as this data will be used for assignment monitoring beginning in

Perkins E-2 The CTE data (EOY 1 SCSC and SCTE) will be loaded into the Perkins Data System (PDS) Once that occurs, Perkins-funded LEAs will be able to log into the PDS to complete E-2 The tentative schedule is for PDS to be loaded with CALPADS CTE data by late May

CALPADS Support Update
Martha Friedrich Client Services Officer, FCMAT/CSIS

CALPADS Support Update: Topics
EOY Submission – Changes Close Out 2017–18 Enrollments EOY Planning Support Tips

Summary of 2017–18 Changes Validation Functionality Change Code Set
New – New State course codes in series for CTE Courses Retired – old State course codes in series for CTE Courses Validation New – SENR0315 (F) – This validation requires that a student’s school completion status must be “100” (Graduated, Standard HS Diploma) if the Golden Seal Merit Diploma = Y New – SENR0316 (F) – This validation requires that a student’s school completion status must be “100” (Graduated, Standard HS Diploma) if the Seal of Biliteracy = Y Modified – Severity Change (Warning to Fatal) for: SENR0302 – If student has a Secondary Enrollment Status Code (20) then Student Exit Reason must be null or = E170 (Secondary Enrollment Exit) Check CP Code Sets (v9.3) document for details and update local SIS as necessary.

Summary of 2017–18 Changes Functionality Change Certification
Add – CERT004 (F) – Ethnicity/Race Data Missing Add – CERT055 (W) – High school with No Enrollment in Career-Technical Education Add – CERT131 (F) – Student Enrollment Record in current Active AY Not Exited

Summary of 2017–18 Changes Functionality Change Certification
Modified – CERT123 (F) – Missing SCSC record or incorrect pathway for CTE Completer (Removed “ARG” and “ART” conditions). Modified – CERT122 (F) – Missing SCSC record or incorrect pathway for CTE Concentrator (Removed “ARG” and “ART” conditions). Disabled CERT116 - Missing SCSC record for CTE Concentrator Disabled CERT124 - Missing SCSC record for CTE Completer Modified – CERT102 (F) –No CTE Concentrator or Completer Data Severity changed from warning to fatal

Summary of 2017–18 Changes Functionality Change Reports
Modified Snapshot reports 3.14, 3.15, 3.17, 3.18 added Postsecondary Articulated column Add Cohort reports 15.1, 15.2, C/A 15.1 Documentation Modified Appendix C of Data Guide for Valid Completion Status/Exit Codes

Student Exit Category Code Guidance for What to Use
Retired Exit Codes The following exit codes will be retired on June 30, 2018 Student Exit Category Code Code Name Guidance for What to Use T270 TransDropAdult Use T260 - TransAdult T310 TransHealthFacil Use E410 - MedicalReasons T460 TransHomeSchl If a student is transferring to a home school that is affiliated with a private school, use T180 - TransPrivate If student is transferring to a public school with an independent study/home school program, use T160 - TransCAPubSchl

Exit Code Definition Changes
The following exit/completer code definitions were narrowed or clarified Code Code Name Description of Change E130 Died Definition modified to specify that supporting written documentation is required to support exit T200 TransUS Definition modified to specify that “official written documentation” is required to support exit T240 TransOutUS T260 TransInAdult Definition simplified to the student withdrew from/left school to enroll in an adult education program T280 TransCollege Definition simplified to the student withdrew from/left to enroll in college T370 TransInstHSDipl Definition narrowed and refined, and specifies need for supporting written documentation T380 TransInstNoHSDipl Definition narrowed and refined 100 Graduated, standard HS diploma Definition clarified to conform to federal definition and to specify that supporting documentation is required to support completion status 250 Adult Ed High School Diploma Definition modified to specify that supporting documentation is required to support completion status

Exit Code Definition Changes
The definition of a graduate has been clarified (bold italic) to be consistent with the federal definition School Completion Status Code Name Definition 100 Graduated, standard HS diploma The student withdrew from/left school after meeting all state and local high school graduation requirements and the district/school has acceptable documentation that the student received a “regular high school diploma” equivalent to the standard high school diploma awarded to the preponderance of students in the 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 goals, OR as specified in Education Code section , 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 Education Code Section The exit date must align with the date the student completed the graduation requirements and was awarded a “regular high school diploma”.

Close Out 2017–18 Enrollments
Develop local plan to close out enrollment Map retired exit codes to appropriate exit codes Populate required fields for graduates (UC/CSU, Golden Seal, Bi-literacy) Enrollment exits will auto-close Program records Check with SIS Vendor on impact of enrollment close out to EOY submission extracts “R” transaction type not allowed in records with previous academic year (SENR0167 – Invalid Start Date with R Transaction) Direct Certification Pull includes records with E155

Tips for Completer Indicators Complete whether students have met a-g requirements in the spring (update if necessary once school is complete), update SIS, and have sites review data Maintain Golden State Seal Merit Diploma recipients in SIS and have program staff review data once finalized for school year Maintain State Seal of Biliteracy recipients in SIS and have program staff review data once finalized for school year

Reminder To confirm that a given student has transferred out, a school or LEA must have “official written documentation” that a student has transferred to another school or to an educational program that culminates in the award of a regular high school diploma (34 C.F.R. §200.19(b)(1)(ii)(B)(1)). Examples of official written documentation include: a request for student records from a receiving public or private high school or an educational program (that culminates in a regular high school diploma) a written record of a response from an official in the receiving school or program acknowledging the student’s enrollment. A conversation with a parent or neighbor of a student, for instance, would not be considered “official written documentation” of a transfer.

Exit Code Supporting Documentation
Be sure to maintain supporting documentation for exits pursuant to existing guidance (See Data Guide, Appendix C) To confirm that a student … The LEA must have written documentation such as … Has transferred to a private school or a school in another state from which the student is expected to receive a regular high school diploma… A request for student records from a receiving private school A written record of a response from an official in the receiving school or program acknowledging the student’s enrollment Has emigrated to another country… Written confirmation that a student has emigrated to another country, such as a documented conversation by the school administrator and the student’s parent that is placed in the student’s file An official written documentation, such a request for student records, is not required Has died… A letter from a parent An obituary or death notice A death certificate is not necessary

Description Notes T180 TransPrivate: Student withdrew from/left school and the district has received acceptable documentation of enrollment in a private school in California. Do not use this code for transfers to a non-sectarian, non-public certified (NPS) school. Student Exit Category Code T160 (TransCASchlRegular) should be used. This code is also used for students completing the highest grade at a middle/ intermediate/junior high and leaving the school to attend a private high school. T200 TransUS: Student withdrew from/left school and the district has received “official written documentation” that the student has transferred to acceptable documentation of enrollment in another public or private U.S. school outside California. Do not use this code for transfers to a non-sectarian, non-public certified (NPS) school. Student Exit Category Code T160 (TransCASchlRegular) should be used. This code should also be used for students matriculating from middle/intermediate/ junior high to a high school outside of California. Also use this code for students who transfer to U.S. territories.

Description Notes T240 TransOutUS Student withdrew from/left school to move to another country and the district/school has supporting written documentation. This code should also be used for students matriculating from middle/intermediate/ junior high to a high school in another country. A school or LEA must have written confirmation that a student has emigrated to another country (34 C.F.R. §200.19(b)(1)(ii)(B))

Retirement of UE and US Retirement of Grade Levels UE and US
Beginning July 1, 2018, the ungraded elementary (UE) and ungraded secondary (US) grade level codes will be retired CDE will be providing guidance on how to place UE and US students in a grade level This is important for the one-year graduation rate calculated for the Dashboard Alternative School System (DASS) schools and the CASEMIS to CALPADS transition

CALPADS Calendar Visit the CALPADS Calendar page at:

EOY 1 Planning Local Planning
Determine if any schools receive Perkins or Incentive Grant funding Meet and work with local staff Review the Dual Enrollment College course criteria (Flash 131) Identify problems encountered last year and actions needed to eliminate problems this year Communicate to sites what is needed Determine who will review EOY submission data and identify their summer schedule to ensure EOY data are reviewed and certified before staff leave Set timelines

Course Completion Tips for Course Data
Read/review State Course code definitions Curriculum staff and counselors need to make sure that local course codes are correctly mapped into State Course codes, especially dual enrollment courses and a-g requirement Ensure course attributes are populated For CTE courses that can result in the receipt of college credit, check that the Course Section Instructional Level field (Field 9.19) is populated with “College Credit” (code 16) Review EOY 1 - Course Completion data before certifying (report 3.9)

Course Completion Tips for CTE data
Ensure CTE pathways (course sequences) are understood by site administrators and counselors so that students are able to complete pathway courses in sequence Avoid scheduling capstone courses at the same time as other senior courses Review EOY 1 - Career Technical Education data before certifying (Certification report 3.14)

EOY 2 and 3 Planning Local Planning
Certify each school’s Title 1 status in the Consolidated Application Reporting System (CARS) Meet and work with local staff Identify problems encountered last year and actions needed to eliminate problems this year Communicate to sites what is needed - set timelines Determine who will review EOY submission data and identify their summer schedule to ensure EOY data are reviewed and certified before staff leave Determine if SELPA needs access to Discipline reports

EOY 2 and 3 Planning Local Planning (continued)
Coordinate with Homeless Education Liaison to verify counts Start early - Upload Program and Discipline data in May for staff review Provide reports so staff can address and correct any issues now Attend EOY training in April and May The EOY training schedule posted end of April Carve out time to address Cohort reports EOY Certification expected for all LEAs that have an EOY submission listed on Manage Certification screen

Homeless Counts Ensuring Correct Submission of Homeless Student Data
The accurate reporting of homeless students is important because it helps to generate funding for California to address the homeless issue. A Student Program (SPRG) record must be submitted with dates that overlap the 2017–2018 academic year for each homeless student. If you do not know who your LEA’s homeless liaison is, a list of homeless education liaisons can be found on the CDE Homeless Education Web page at:

Discipline Counts Review Certification Report 7.3 Disciplinary Actions – Count Do the aggregate counts look reasonable? Note: Dashboard and DataQuest reports include both Out-of-School and In-School suspensions in the suspension rate Review Certification Report 7.4 – Disciplinary Count by Offense Do the aggregates for the different offenses seem right?

Discipline Counts Some things to remember to get the data right:
Ensure all staff understand discipline policies and procedures, especially for students with disabilities Upload data to CALPADS throughout the year and review ODS report The Principal or Superintendent is ultimately responsible for ensuring that a student is suspended for the appropriate offense (Education Code sections 48900, 48911) Determining what CALPADS offense code to use should not be left up to those inputting the data Each student can only be suspended for a specific statutory offense; once the offense is identified, data staff can map the offense to the appropriate CALPADS offense code (each CALPADS code includes the statutory reference)

Chronic Absenteeism data was of good quality; to make data even better: Attendance Supervisor and school site staff should review CALPADS report 14.1 – Student Absenteeism, as they are in the best position to identify whether something is off in the data reported to CALPADS

Chronic Absenteeism Some specific data issues to check:
Check for schools with all students with 100% attendance If all students are absent less than 5% on report, make sure all the students do not have 100% attendance, as this is unlikely In independent study scenarios, make sure attendance clerks are accounting for all work the student was expected to complete versus what they actually completed Check conversion of hourly attendance into daily attendance In scenarios where a student has excessive “excused” absences, e.g. student’s expected attendance days are 100 days and the student has excused absences of 90 days, review policies on when a student be exited versus remaining enrolled

SPRG SDIS STAS SDEM CRSC SCSC SCTE
EOY Submissions SPRG SDIS STAS SDEM CRSC SCSC SCTE

Submission Strategies
EOY Certification Errors and Reports Resolve fatal errors first Review and reconcile aggregate reports 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

Submission Strategies
Why meet the EOY deadline? County Office of Education reviews LEA’s Certified Reports Avoid CDE letter to Superintendent Certified data in Dashboard Eligible for Data Management Recognition Be a kind and courteous neighbor

EOY Changes Reminders Many Course State Group code changes – consult Code Set document. Exit the enrollments in order to certify EOY 3 Identify Graduate attributes soon as possible

Summary of Changes and Impact
Plan accordingly for summer break The revision frequency will be based on server load and other factors Graduate Attributes impact CCI on the Dashboard Chronic Absenteeism counts impact the Dashboard Discipline counts impact the Dashboard Cohort reports will not be accurate until all graduates are identified correctly ODS Reports may not match snapshot reports – use local report to reconcile

EOY Submissions Milestones
Suggested Milestones Complete SIS Data Population 5/14 18 days Upload files and correct errors or discrepancies as needed 6/15 25 days Review certification reports, correct errors, and fix discrepancies 6/29 10 days Distribute reports for review and approval 7/13 14 days Certify (level 1 and level 2) 7/31 12 days

EOY Submission Strategies
EOY Certification Strategies Audit local data to make sure it is ready to upload Build a local reporting schedule to align with staff availability Communicate

EOY Submission Strategies
Populate SIS Update EOY Roles 1. Set Up Submit records Fix rejected records Post records 2. Update ODS Review and fix certification errors, review warnings Reconcile reports 3. Review Snapshot Level 1 (EOY 1-3 Data Collection Certifier) Level 2 (Superintendent Certifier) 4. Certify

File Submission Status

CALPADS Data Used in Indicators
Source: California School Dashboard Technical Guide 2017–18 School Year

LEA Administrator Responsibility
Review Security Report Log in to CALPADS with an LEA Administrator account From the Admin Menu, click “User Security” Click on Security Reports 13.1 – Security – Roles by User 13.2 – Security – Users By Role Review the Account Status column “Active” means the user can log in and perform functions associated with the current roles assigned. “Revoked” means the user can no longer log in with that User ID. Determine whether any user access needs to be revoked Always remove the Anomaly Contact role before revoking a the user account

Support Tips Expedite Support Response Time
Reference Known Issues Advise site users to contact LEA Admin Configure Security Questions Use or web form Include Job ID, SSID*, SEID, Error Number * Do not include personally identifiable information; the SSID is sufficient. *

Support Tips Training Opportunities
Basic courses Advanced courses Assorted Topics – Documentation Guide Self-Paced Training Modules Create a CSIS/FCMAT account to register for training

Support Tips New Training Courses EOY Preparation
CALPADS and Data Privacy Four Year Adjusted Cohort Reporting

Support Tips Resources Release Updates and Known Issues
Error List (available from “Help”) Flash Updates Data Guide Self-Paced Training Modules Mini Tutorial Clips Glossary (User Guide) FAQs

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Next Meeting October 9th, 2018 WebEx from Sacramento

CALPADS Information Meeting

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