1. CALPADS Updates Riverside COE May 2018

2. Agenda Teacher Assignments ELPAC Updates CASEMIS to CALPADS EOY Data
Suspension
Chronic Absenteeism
Cumulative Enrollment
Career and College Readiness (9-12 only)
Adjusted Graduation Cohort Rate (9-12 only)

3. Teacher Assignments
CDE and the Commission on Teacher Credentialing (CTC) are collaborating on an exchange of data to identify teachers who are:
Not appropriately authorized to teach the content area they are teaching on Information Day
Teachers on General and Special Education Limited Assignment Permits (GELAP/SELAP)

4. Teacher Assignments Legislation is currently proposed
If it passes, beginning in this monitoring will happen annually for ALL districts
CTC will be responsible for this monitoring

5. Proposed Process Overview
LEAs certify Fall 2 Course Enrollment Data
CDE sends course assignment data to CTC
CTC compares course assignments and attributes to teacher credentials and authorizations
CTC notifies COEs of potential misassignments
COEs notify LEAs of potential misassignments

6. Proposed Process Overview
LEAs respond to COE with justifications for or confirmations of misassignments
COE sends justifications/confirmations to CTC
CTC sends final misassignment file to CDE
CDE uses misassignment data to generate Equity Gap report to State Board of Education

7. ELPAC Overview
The English Learner Proficiency Assessments for California (ELPAC) is a paper-pencil test that includes:
Initial Assessment (within 30 days)
Summative Assessment – given in the spring (instead of the fall) to all English Learners (EL)
The integration of the ELPAC process into CALPADS will be phased in over time

8. ELPAC Roll-Out Summative ELPAC rolled out on February 1, 2018
All summative results will be loaded into CALPADS for the year after September 15, 2018
Note – ensure all students in CALPADS have SELA records before the end of the year
Summative Testing
Accountability subgroups

9. ELPAC Roll-Out Initial ELPAC rolls out July 1, 2018
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
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

10. ELPAC Roll-Out Students eligible to take the Initial ELPAC
Primary enrollment in CALPADS
ELAS of TBD
Primary Language other than English are those with an enrollment in CALPADS
ASL ONLY cannot be tested and can never be EL. ASL and another non-English language can be tested.
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

11. ELPAC Roll-Out
To upload scores for students tested prior to the beginning of the school year
Option 1 – Submit Pre-Enrollments
Pre-enrollment should be submitted to CALPADS with the date the student is expected to start school
Must be primarily enrolled (Enrollment Status 10)
Must have a SELA record with an ELAS of TBD
Must have a primary language other than English

12. ELPAC Roll-Out
To upload scores for students tested prior to the beginning of the school year
Option 2 – Hand score the Initial ELPAC (using a rubric provided by the ELPAC Office) and submit the scores to the LST on or shortly after the first day of school once student is confirmed to be attending
Note – if you choose to hand score, do not update the ELAS in your SIS and send to CALPADS until you have uploaded the scores in the LST. If you do this, you will not be able to upload the scores in the LST.

13. ELPAC Roll-Out
Once scores are uploaded to the LST, LEAs must take the ELAS and upload it to the SIS and ultimately CALPADS

14. ELPAC Initial Assessment – Draft Proposed Interim process
Student tested with initial
TOMS/Local Scoring Tool
ELAS extracted from TOMS, uploaded to SIS
ELAS extracted from SIS, uploaded to CALPADS
SIS
CALPADS
LEAs submit ELAS corrections

15. ELPAC Roll-Out
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 EL or IFEP on or after July 1, 2018 or EO>EL/IFEP students (no date restriction)
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

16. ELPAC Roll-Out
Later in or potentially in (dates still in discussion), CALPADS will feed the ELAS data directly to TOMS

17. Draft Proposed Final Process
Student tested with initial
TOMS/Local Scoring Tool
TOMS sends ELAS to CALPADS
ELAS extracted from CALPADS, uploaded to SIS
CALPADS
SIS
LEAs submit corrections to CALPADS

18. CASEMIS TO CALPADS
CASEMIS file layouts are changing beginning in
Implementation in CALPADS
Retiring UE and US
Special Education Office is developing guidance on assigning grade levels
Working on proposal to identify students in postsecondary/transition
Make sure your District of Special Education Accountability is correct in CALPADS for students with disabilities
Current CASEMIS Roadshows are solely focused on CASEMIS layouts for

19. FUTURE Local Flow of Special Education Data
Student Information System (SIS)
Special Education Data (SED) System
System Integration
SED coordinator MAY receive errors related to enrollment information (student has no enrollment in CALPADS) but MUST work with SIS coordinator to resolve
Input/Certification Error Reports
Source for student enrollment, demographics
Automatic Data Push of IEP-related data
CALPADS
Reporting
Accountability
Assessments

20. This means…
Demographic data from special education data system are ONLY used to compare CALPADS data from SIS to data in the SEDS
Ultimately, demographic data from SIS will be used when certify special education data in CALPADS

21. EOY Data

22. Deadlines July 31st – Initial Certification
August 24th – Final Certification
September 15th – Dashboard data are pulled

23. EOY 3 Discipline, Cumulative Enrollment, Chronic Absenteeism

24. Discipline Data Tips Review report 7.3 – Discipline Actions Count
What are your total expulsions? (DQ)
What are your total in and out of school suspensions? (DQ and Dashboard)
What are your total suspensions by subgroup (using filters)? (DQ and Dashboard)
Compare these totals to your Cumulative Enrollment report (1.21)

25. Discipline Data Tips Site administrators should check for:
ANY student who was expelled solely for Defiance or Disruption (E.C (k))
K-3 students who were:
Suspended solely for Defiance or Disruption
Expelled for any reason

26. Discipline Data Tips
Check 7.4 Discipline Actions - Count by Offense for:
Glaring anomalies in the counts and types of offenses being reported
High counts of severe offenses by students in K-3
Absence of counts in particular offenses

27. Discipline Reports for Students with Disabilities
Ensure special education staff review:
7.7 Discipline Removals for Students with Disabilities - Count
Check for Removals to Interim Alternative Settings > 2
7.8 Unilateral Removals for Students with Disabilities - Count
7.9 Discipline Removals for Students with Disabilities - Student List

28. Dashboard Suspension Rate
The suspension rate is calculated by: Total CERTIFIED unduplicated number of students suspended at a school DIVIDED BY Total CERTIFIED unduplicated number of students enrolled at the school during the year (cumulative enrollment) Students are placed in subgroups based on the existence of a subgroup record in the ODS for that student anytime during the academic year, at ANY school

29. Chronic Absenteeism

30. Chronic Absenteeism Data Tips
Review report 14.1 Student Absenteeism - Count
Are there any schools with 100% of students absent <5%?
Are there any schools with ZERO% of students absent 10%-20%?
Any schools with ZERO counts of students with absence data?
Filter for hourly attendance indicator to see if rates look reasonable
Filter by subgroup to determine rates for Dashboard

31. Other things to check for
In the student list (14.2)
Filter for students who are absent 10% or more and sort by students enrolled for at least 30 days
Do the expected attendance days look reasonable?
Does the student have excessive unexcused/excused absences?
For students on independent study (IS), verify incomplete IS days

32. 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:

33. 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

34. Chronic Absenteeism
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

35. Chronic Absenteeism How it’s Calculated in CALPADS
Certified Days Absent*___
Certified Days Expected to Attend
This determines a student’s absenteeism rate
Students are considered chronically absent if they are absent 10% or more of the days they could have attended
Students are placed in subgroups based on the existence of a subgroup record for that student anytime during the academic year, at ANY school
* Includes excused absences, unexcused absences, out-of-school suspension, incomplete independent study days

36. Chronic Absenteeism Same rules as average daily attendance
The metric is not “stringent” – a student is considered having attended if they attend for any part of the day
Dashboard will not count students as chronically absent if Expected Attendance Days < 30

37. Chronic Absenteeism How Calculated in CALPADS
What is collected?
How is this collected?
When is this collected?
Days Expected to Attend
CALPADS Student Absence Summary File (STAS)
EOY 3 – Certified Data (August 24th)
Days Attended
Daily attendance
Hourly attendance (converted to days)
Independent study coursework (converted to days)
In-school suspension days
Days Absent
Excused
Unexcused
Out-of-school suspension
Incomplete Independent study days
Make note of the STAS FAQs,

38. Chronic Absenteeism
Element and code definitions were modified to support program policies – review Flash 134:
Enrollment Start and End Date definitions now represent the first and last dates a student was EXPECTED to attend.

39. Chronic Absenteeism
Use E140 – NoKnownEnroll Truant for student enrollments (ages 6 until 18) your LEA has “ownership” of who fail to show up
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 and are not known to be enrolled elsewhere (prior year E155s)
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?
For truant students who:
are known to reside within the district boundaries
Date student was referred to the SARB
who cannot be located and are believed to no longer reside within district boundaries
Date that a full investigation was completed as to the whereabouts of the student

41. Chronic Absenteeism Appropriate use of N470 – No Shows
Students who had no prior enrollments in the school, and were:
First time enrollments in CALPADS
First time enrollments in the school as a result of a matriculation from another school
Students who were exited with an E155 and were expected to return the following year, but then 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

43. Chronic Absenteeism Getting the Data Right
Resource
Link to California data tools for attendance: 

44. EOY 1 Course and CTE Data (College and Career Data)

45. EOY 1 Data Use Data are pulled from EOY 1 for the following purposes:
Federal reporting for Perkins Program (E-1 Data Collection)
Career and College Readiness Indicator (CCI) in the Dashboard

46. EOY 1 Data File Use Student Career Technical Education (SCTE) File
Identifies CTE concentrators and completers for Perkins Program
Identifies CTE completers for use in the CCI
Course Completion (CRSC) File
Identifies college-credit bearing courses for “dual enrollment” credit for CCI

47. Course Data
Review Report 3.10 Course Sections Completed - Count and Details for Departmentalized Courses
Filter on Non-Standard Instructional Level for “College-Credit”
Filter on all CTE courses to ensure CTE courses that earn college credit have been identified properly
Filter on all CTE courses to ensure that each course has been mapped to the correct State Course Code
Filter State Course Codes by “Dual Enrollment Course Codes
Filter on CTE Postsecondary Articulated courses to verify that these courses have been properly identified

48. CTE Data
Review Report 3.14 Career Technical Education Concentrators and Completers - Count by Pathway
Filter on CTE Participant Type to see counts of concentrators and completers
Filter on 12th graders to verify students who completed or were concentrators in 12th grade (Perkins reporting)
Filter by Perkins/CTEIG fundable (high quality – 154)
Filter by each core indicator

49. 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 – Certified Data (August 24th)
College Credit-Bearing Courses (dual enrollment)
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 in Dec. 2018
CALPADS Student Enrollment (SENR) File
ODS Mid-September following end of school

50. College/Career Indicator
There are multiple ways for a student to meet criteria
A graduate is considered “Prepared” if he/she meets at least one of the following measures
Arrows indicates data from CALPADS
Criteria for being considered “Prepared” for College or Career A
CTE Pathway completion plus one of the following:
On 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

51. College/Career Indicator
Tips for CCI-related data
Use Report 15.1 Cohort Outcome to ensure all students who have met the following requirements have been appropriately identified in the SENR:
Met A-G requirements
Golden State Seal Merit Diploma
Seal of Biliteracy
Ensure course attributes are populated correctly in your SIS
College-credit bearing (see CALPADS Flash 131)
Articulated CTE courses

52. College/Career Indicator
Tips for CTE data
For purposes of the CCI – completers should be reported in the year they complete – CCI counts completers in any grades 9-12
For federal reporting purposes for Perkins, feds only count students who are completers or concentrators in 12th grade

53. CCI Changes in
Data will be collected that capture student participation in work-based learning:
New Workability and Transition Partnership Program course codes (July 2018)
New indicators on the SENR (May 2019)
More guidance to come!

54. New Draft WBL Course Codes
Code Set Name
Coded Value
Name
Course Group State
3200
Workability I - Job skills
3201
Workability I - Youth Development and Leadership
3202
Workability I - Occupational Training
3203
Workability I - Independent Living/Functional Skills
3204
Workability I - Career Preparation/Job search
3205
Workability I - Job Retention
3206
Workability I - Destination/Transportation Training
3210
Transition Partnership Program - Job Exploration Counseling
3211
Transition Partnership Program - Counseling on Careers, Training Programs and Post-Secondary Education
3212
Transition Parternship Program - Instruction in self-advocacy
3213
Transition Partnership Program - Workplace readiness training

55. New WBL Indicators
Workforce Readiness (Strategic Skills) Certificate Program Completion Indicator
Food Handler Certification Program Completion Indicator
Pre-Apprenticeship Certification Program Completion Indicator
Pre-Apprenticeship Program (non-certified) Completion Indicator
State or Federal Job Program Completion Indicator
WorkAbility I Work-Based Learning Program Completion Indicator
Transition Partnership Program Work-based Learning Completion Indicator

56. Update on E2 Data
Webinar was held on 5/16/2018 and will be posted within the next couple of weeks
E2 data submission deadline still TBD

57. 4-year Adjusted Cohort Graduation Rate (ACGR)

58. ACGR – Rule Changes
Changes are being made to the 4-year Adjusted Cohort Graduation Rate (ACGR) in response to U.S. Department of Education Office of Inspector General (OIG) findings
Letters were sent to Superintendents/Charter School Administrators, and CALPADS Administrators/ Accountability Coordinators
“Graduates” as defined (numerator)
Students in 4-year Cohort based on
initial 9th grade entry year (denominator)
Students are placed in subgroups based on the existence of a subgroup record for the student at any school in any grades 9-12

59. ACGR – Rule Changes Who is a GRADUATE? (Numerator)
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)
as specified in current guidance (Data Guide, Appendix C)

60. Changes starting 17-18 Cohort Outcome Changes based on Exit Reason
Changing the Numerator and Denominator
Old Rule
E230/250 – Adult Ed High School Diploma
Student Counted as a Graduate
T260 – Transfer to Adult Ed
Student was removed from the cohort
T270 – Transfer Drop Adult Ed
Student was counted as a Dropout
T280 – Transfer to College
T310 – Transfer to Health Facility
T460 – Transfer to Home School
NEW Rule
E230/250 – Student Counts as a
Non Graduate Completer
T260 – Transfer to Adult Ed
Student falls into “Other Transfer” Outcome
T270 – Transfer Drop Adult Ed
Exit code is being retired as of 6/30/2018
T280 – Transfer to College
Student falls into the “Other Transfer” Outcome
T310 – Transfer to Health Facility
T460 – Transfer to Home School

61. 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
Adult Education and Community College transfers will be counted as “Other Transfers” and NOT as dropouts in the cohort report
Students receiving Adult Education Diplomas should always be exited with an E230/250 (Adult Education Diploma) – these are not dropouts but will be counted as “Non-grad Completers”

62. 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)

63. ACGR and Federal Program Monitoring (FPM)
To ensure the accuracy of the cohort data, LEAs must maintain supporting documentation on exits for the FPM process
LEAs (already notified) will be monitored in on the data for the cohort

64. Exit Code Supporting Documentation
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
Has Graduated
Documentation that the student has met the definition of a high school graduate

65. 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 21, 2018: Private preview of 2017 ACGR and two weeks to amend enrollment, exit, demographic, and program data in the CALPADS ODS
June 4, 2018: 2017 ACGR Correction Window Deadline
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

66. ACGR – New Report 2017-18 Cohort Report will be available in May
Counts and rates and will drill down to a student-level reports
students in the cohort
students removed from the cohort
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 September 15, 2018 when data are pulled for use in the Dashboard
Report will “freeze” after the data are pulled for the Dashboard

67. 15.1 Cohort Outcome – Counts and Rates

68. 15.2 Cohort Outcome – Student Details

69. 2018 Dashboard Timeline for 2018 ACGR - NEW
May 2018 – Review new Cohort Report and update data continuously
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
September 15, 2018 – LEAs will have until September 15th to update data for summer graduates (students who graduate by August 15) and indicators used in the College/Career Indicator. There will be no other opportunity to amend the data
Met UC/CSU requirements
Golden State Seal Merit Diploma
State Seal of Biliteracy

70. Impact of New Timeline
Activities that some LEAs previously conducted in the Fall will now have to be done in Spring and Summer
In order to ensure consistency between your Dashboard data and your Fall 1 certified one-year graduate and dropout data, make sure all data are correct by mid-September.

71. 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

72. A note about the Academic Indicator…
Will include Smarter Balanced results for grades 3-8 and now, grade 11.

73. Additional Questions?

74. Contact Information
CALPADS Questions
Brandi Jauregui
Senior Info. Systems Analyst
CALPADS/CBEDS/CDS Operations Office
Accountability Dashboard Questions
Jenny Singh
Education Administrator
Accountability Office