1. Putting It All Together II
Promoting Student Success
Session 5
N- 2 min
Welcome and Intro; packets, website, etc...

2. 2
Purpose
Promote strong alignment between a district’s LCAP and the needs identified through the California School Dashboard.
Gain expertise in using the improvement process to promote equity and improved outcomes for unduplicated student groups
N - 2 min
Purpose 2

3. AGENDA Welcome and Opening Activity Data and Assessment Update3
AGENDA
Welcome and Opening Activity
Data and Assessment Update
English Learners, final thoughts
Special Education, final thoughts
LCAP Updates
LCAP through a different lens
Team Time
N- 1 min 3

4. Opening Activity
N 8:40 – 8:50

5. Think back to the time when you first joined your district (or became an educator), what inspired you most?
Share a specific story when you felt most proud to be a part of, work for, or associated with your district (or a school/classroom)?
Please stand and find a partner

6. The LCAP Improvement Cycle
N – think of those things that inspired you and others during your sharing. How can you be sure that your schools are providing that same inspiration to all students and staff?
ReviewKeep, fix, start, stop

7. Data and Assessment Updates7
Data and Assessment Updates
Andi and team 8: :15

8. CALPADS Information Meeting
April 17, 2018
This presentation may be downloaded from:
April-2018/CIM-Presentation.pptx

9. 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

10. Accountability Update

11. 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

12. 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

13. 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
CDE DASS Application Letter: April 16, 2018

14. DASS Application Process
DASS Application Window Now Open
Application Process
Part 1: Online Survey relating to school’s enrollment percentages of high-risk students
Deadline May 15, 2018
Part 2: Electronic submission by DASS Coordinator. DASS Coordinator will be contacted with information for Part 1 after completing Part 1 Online Survey.
Deadline August 15, 2018
CDE DASS How-To Resource:
Note: Part 2 requires the submission of several supporting documents which require action by a local board of education or charter governing board. To meet the August 15th submission deadline for Part 2, the CDE strongly recommends that the DASS application be placed on the local board meeting agenda in advance of these dates.

15. 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

16. 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)

17. 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

18. 4-year Adjusted Cohort Graduation Rate (ACGR)

19. “Graduates” as defined (numerator)
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

20. CDE Communication - April 16, 2018
Letter: County and District Superintendents and Charter School Administrators
Letter: CALPADS Administrators and Accountability Coordinators
Attachment 1: Summary of Business Rule and Methodological Changes in the Four-Year Adjusted Cohort Graduation Rate
Attachment 2: Summary of Changes to CALPADS Student Exit Category Codes
Attachment 3: Summary of Changes to CALPADS School Completion Status Codes

21. 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

22. 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*
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)
*Be sure to maintain supporting documentation as specified in current guidance (Data Guide, Appendix C)

23. 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

24. 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)

25. 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, 2018: CDE will provide LEAs with a pre-release private preview of the 2017 ACGR followed by the public release of the data on DataQuest

26. 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

27. 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

28. 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

29. 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)

30. 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 dropouts and the reporting elements around these students, (e.g. UC/CSU, Biliteracy and Golden Seal),
Staff monitoring Graduation Rate and/or California School Dashboard

31. College/Career Indicator

32. 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

33. College/Career Indicator
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

34. College/Career Indicator
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

35. Chronic Absenteeism

36. 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

37. 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:

38. 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

39. Chronic Absenteeism
Element and code definitions were modified to support program policies – review CALPADS 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

40. 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

41. 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

42. 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

43. Assessment Update

44. 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

45. 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

46. 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

47. 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

48. 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

49. 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

50. Other Program Updates

51. 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

52. 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

53. 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”.

54. 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

55. Close Out 2017–18 Enrollments
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

56. Close Out 2017–18 Enrollments
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.

57. 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

58. Exit Code Supporting Documentation
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.

59. Exit Code Supporting Documentation
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))

60. 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

61. Visit the CALPADS Calendar page at:
EOY Amendment Window opens August 1

62. 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

63. 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

64. Break

65. English Learners, final thoughts

67. English Learner Roadmap Principles
Principle 1: Assets-Oriented and Needs-Responsive Schools
Principle 2: Intellectual Quality of Instruction and Meaningful Access
Principle 3: System Conditions that Support Effectiveness
Principle 4: Alignment and Articulation Within and Across Systems

68. Assets-Oriented and Needs-Responsive Schools
Element 1.A: Language and Culture as Assets
Element 1.B: English Learner Profiles
Element 1.C: School Climate
Element 1.D: Family and School Partnerships
Element 1.E: English Learners with Disabilities

69. Intellectual Quality of Instruction and Meaningful Access
Element 2.A: Integrated and Designated English Language Development (ELD)
Element 2.B: Intellectually Rich, Standards-based Curriculum
Element 2.C: High Expectations
Element 2.D: Access to the Full Curriculum
Element 2.E: Use of Students' Home Languages
Element 2.F: Rigorous Instructional Material
Element 2.G: Programmatic Choice

70. System Conditions that Support Effectiveness
Element 3.A: Leadership
Element 3.B: Adequate Resources
Element 3.C: Assessments
Elements 3.D: Capacity Building

71. Alignment and Articulation Within and Across Systems
Element 4.A: Alignment and Articulation
Element 4.B: Providing Extra Resources
Element 4.C: Coherency

73. Special Education, final thoughts

74. 13 disability categories of IDEA
More than 85% of SWDs have average to above average cognitive ability. The expectation is that they would receive a diploma just like their peers.

75. California Distribution of SpEd Students
In California this distribution is very similar. If you look at the largest disability category alone, it sums up to 84%.

76. Our Current Reality Read Ed Source Article
in-4-california-school-districts- required-to-get-county-help- based-on-new-state- performance-data/591360

77. Reflection
Table Talk
What might be some next steps or some thinking for your LEA around how to look at the programing for Special Education in a way that brings services for students with disabilities under the umbrella of your larger system?
What are some learning or tools that your LEA might need in including services for student with disabilities into your larger system?

78. LCAP Updates

79. LCAP – Final Thoughts ELs, Foster and Special Education
What are you commiting to change in your LCAP?
What are the Promising Practices we have shared this year?
Addendum – FAQs and New Information
Completing the LCAP
Budget
Template and Year 2 Transition
Continuous Improvement
Questions from the Field
Approval Guide

80. English Learner Progress Outcomes

81. Dollar amount by Resource
Resource (i.e. LCFF Base or Supplemental– not General Fund)
Can indicate range for Budget Reference (numbers and/or words)
Modified and budget

82. LCAP Resources and Events
Work Sessions – flier in packet
Parent Dashboard event – flier in packet
FastPass –
SDCOE Website mation.aspx

83. BREAK and TEAM TIME
10:15- 10:30

84. LCAP Annotation Activity

85. Tony

86. Tony

87. Please complete your evaluations!!!
Final Questions???

88. Lunch And Team Time
N - 12:15 - 1:00