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CALPADS Updates July 2016

CALPADS Updates July 2016. Contact Information. Karen Almquist – Administrator CALPADS/CBEDS/CDS Office 916-319-0529 K almquis@cde.ca.gov Brandi Jauregui – Senior Information Systems Analyst CALPADS/CBEDS/CDS Office 916-327-7367 Bjauregu@cde.ca.gov. CALPADS Takes Center Stage.

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CALPADS Updates July 2016

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  1. CALPADS UpdatesJuly 2016

  2. Contact Information Karen Almquist – Administrator CALPADS/CBEDS/CDS Office 916-319-0529 Kalmquis@cde.ca.gov Brandi Jauregui – Senior Information Systems Analyst CALPADS/CBEDS/CDS Office 916-327-7367 Bjauregu@cde.ca.gov

  3. CALPADS Takes Center Stage

  4. CALPADS has become the primary source for data for… CALPADS LCFF Funding Smarter Balanced Testing Accountability Data Graduate and Dropout Cohort Data Along with data for many other state and federal programs…

  5. AND COMING SOON… CALPADS Chronic Absenteeism Special Education Data LCFF Funding Smarter Balanced Testing Accountability Data Graduate and Dropout Cohort Data

  6. Because data are now high stakes… • Local processes must be changed to foster collaboration between CALPADS administrator and other program coordinators • Program areas must review and verify data PRIOR to certification • Administrators must be aware of consequences for bad data

  7. What are the Consequences?

  8. Consequences… • Loss of funding • Inaccurate public reports on Dataquest • Inaccurate accountability ratings • Inability to test students

  9. Resources Available! • California School Information Services (CSIS) • http://csis.fcmat.org • CALPADS TRAINING – instructor-led and self-paced web training • SERVICE DESK SUPPORT • DATA MANAGEMENT SERVICES • Training • Data management evaluation • Tools and sample forms

  10. Resources Available! • CALPADS Flash Updates and CALPADS LEA Listserv • Subscribe to receive the latest CALPADS updates via email • http://www.cde.ca.gov/ds/sp/cl/listservs.asp

  11. YOU ARE YOUR BEST RESOURCE!!!

  12. Resources Available! • Form your own CALPADS data coordinator network • COEs should bring CALPADS administrators and relevant program staff together quarterly (or more often) to discuss items such as: • CALPADS reporting and changes • Student Information System updates and changes • Data governance • CSIS and CDE staff are also available to provide latest updates

  13. End-of-year updates

  14. Changes for EOY 1 • Career Technical Education • Perkins Data System E1 data collection will again run parallel to CALPADS EOY 1 collection in 2015-2016. • Perkins data will be used for federal reporting • Submission of CTE Completer outcome data (E2) through CALPADS has been DELAYED to the Fall of 2017

  15. Changes for EOY 1 • Important changes • CTE Reports 3.14 and 3.15 • Concentrators and Completers reported in the Student Career Technical Education (SCTE) file must only have completed a CTE course (SCSC) in order to be counted in these reports*

  16. Changes for EOY 1 • *Currently in Snapshot Report 3.14, concentrators and completers may be under-counted • CALPADS Office will ensure those students are accounted for when data are provided to CTE Office for comparison

  17. Changes for EOY 1 • Report 3.14 – counts participants, concentrators and completers who completed appropriate courses, added Non-concentrator column and core indicators

  18. Changes for EOY 1 • New validations • Course Content Category Code 154 (CTE) can ONLY be used for certain academic courses outside for 4000-5999 range • New column “Academic CTE Course” will be added to the Valid Code Combinations document to denote academic courses that can locally be part of a CTE pathway (however, these courses are NOT considered CTE courses for Perkins purposes). • New course codes and CTE Pathway combinations are forthcoming (Sept.)

  19. Changes for EOY 2 • Reports 5.1 and 5.3 will only count Title I Part A Neglected Program (174) records for non-Title I schools. • The program records may still be submitted (with a warning), but will not be counted in the reports • Title I Targeted schools should submit program 122 records • Title I Schoolwide schools do not need to submit records at all

  20. Homeless Data Reminder • 2014-2015 data reflected a 25% decrease in count of homeless students • Ensure all homeless students identified in the academic year have a Student Program record for Homeless (191)

  21. Changes for EOY 3 • Special Education discipline data will be solely collected in CALPADS (no longer in CASEMIS Table C) • New Special Education discipline reports • 7.7 – Discipline Removals for Students with Disabilities – Count • 7.8 – Unilateral Removals to an Interim Alternative Setting – Count • 7.9 - Discipline Removals for Students with Disabilities – Student List

  22. Changes for EOY 3 • Make sure Special Education staff review all discipline reports • Special Education Division will use an alternative certification process at the SELPA level outside of CALPADS. • LEAs will have to provide their CALPADS reports to their SELPAs

  23. Removal to Interim Alternative Setting • What constitutes a “Removal to an Interim Alternative Setting”? • A removal to an interim alternative setting is an instance in which school personnel or a hearing officer (not the IEP team) order the removal of a child with disabilities from his or her current educational placement for drug or weapon offenses, or serious bodily injury to an appropriate interim alternative education setting for not more than 45 school days.   • An interim alternative education setting is an appropriate setting that enables the child to continue to receive educational services and participate in the general education curriculum (although in another setting) and to progress toward meeting the goals set out in the IEP. As appropriate, the setting includes a functional behavioral assessment and behavioral intervention services and modifications to address the behavior violation so that it does not recur. The IEP team is responsible for determining the interim alternative education setting.

  24. Removal to Interim Alternative Setting • Interim Removals are RARE • Always defer to the Special Education staff in your LEA to determine when a student is removed to an Interim Alternative Setting • Most Special Education Data Systems have a specific code to identify these specific removals

  25. Suspension/Expulsion Reminder • Remember, statutes changed regarding the suspension and expulsion for defiance (Offense Code 511): • Students K-3 cannot be suspended for defiance • Students K-12 cannot be expelled for defiance • Data can be submitted; LEAs will receive a warning

  26. Changes for EOY 4 • CAHSEE Waiver submission is no longer required.

  27. Additional Questions?

  28. CAASPP and TOMS • If students have been exited with any exit other than E155 (Year End Enrollment Exit), they MUST be re-enrolled before they will appear in TOMS for INTERIM testing for the 2016-2017 academic year • LEAs should not exit students while the current-year test administration window is open • Causes NSLP records to be closed, which causes counts of socioeconomically disadvantaged students to decrease

  29. Updates for 2016-2017

  30. Fall 1 Updates • New accountability indicators WILL NOT BE COLLECTED FOR 15-16 GRADS • Students graduating with Golden Merit Seal Diploma, Seal of Biliteracy • Current plan is to begin collecting for 2016-17 grads • We will be updating the SENR file prior to EOY 2017 so LEAs can exit 2016-17 grads with these indicators • New Armed Forces Family Member program code 192 (ESSA) • See new FAQ in CALPADS FAQs • Includes National Guard

  31. Fall 1 Updates • LCFF Reports will now include FRPM records with start dates up to 10/31 • No need to back date program record if application was received by 10/31.

  32. Fall 2 Updates • To meet the requirements of Assembly Bill 1012 (Chapter 703, Statutes of 2015) LEAs may, but are not required to report enrollment in “any course period without educational content” (e.g. teaching assistant, office aid) • 6021 – Student Assistant – A period where a student serves as an assistant to a teacher (either during a course where the teacher is providing instruction to other students or during a teacher preparation period) or other school staff and is not receiving educational content for which they receive credit toward graduation. • 6022 – Free period or No Educational Content – A period where a student is not receiving any educational instruction or content and may even be allowed to leave the school campus. • Courses that are mapped to course 6012 in local SIS should be mapped to new codes

  33. Fall 2 Updates • HQT data no longer required • NCLB Core Course Instructional Level Code • HQT Competency Code

  34. HOWEVER…

  35. What will replace HQT Reporting? • NEW ESSA REPORTING REQUIREMENTS • Beginning in 2020-2021 (contingent on approval of an extension) • 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”

  36. What will replace HQT Reporting? • “Ineffective Teacher” will need to be defined by the State Board and/or legislation (we have NO IDEA how they will choose to define it) • “Out-of-Field Teacher” refers to mis-assigned teachers, currently under the purview of the CTC and is conducted by COEs for one-quarter of LEAs in a county each year (every 4 years for a district)

  37. Where might CALPADS data come in? • “Out-of-Field” Teachers • It is undetermined whether these data will be collected through CALPADS • Fall course enrollment data could potentially be compared against CTC credential and authorization data to flag potential “misassignments” • “Inexperienced Teachers” • Currently collected in CALPADS - Teachers with two or fewer years of experience (field 7.31 – Staff Service Years Total) – these data are important!

  38. New EOY file 2016-2017 • Student Absenteeism Summary (STAS) File will be added to EOY 3 • ESSA requires reporting of Chronic Absenteeism; states may include it as an accountability indicator • LEAs will be required to submit student attendance data to CALPADS that will enable the calculation of chronic absenteeism • Will also require: • Certification of an cumulative enrollment count to enable the calculation of rates • Concurrent Enrollments (CCEs) to fall below a specified threshold (similar to Fall 1 requirement) in order to certify

  39. New EOY file 2016-2017 • This collection is SEPARATE from the attendance data collected to determine average daily attendance (ADA) funding • HOWEVER, to minimize impact on LEAs, for the most part, the calculations used for ADA purposes will be used to determine “a day” for the STAS file

  40. New EOY file 2016-2017 • Includes • Expected Attendance Days • Days Attended (not including in-house suspension) • Days Attended on in-house suspension • Days absent due to out-of-school suspension • Absences excused and not excused • Incomplete Independent Study Days • New file layout will be posted sometime in August 2017

  41. Other 2016-2017 EOY 3 Changes • EOY 3 will also require: • Certification of an cumulative enrollment count to enable the calculation of rates • Concurrent Enrollments (CCEs) to fall below a specified threshold (similar to Fall 1 requirement) in order to certify

  42. 2016-2017 Changes to Direct Certification • The Direct Certification results currently display the following status codes in CALPADS:

  43. 2016-2017 Changes to Direct Certification • Beginning sometime in Fall 2016 these results will change to the following: • As requested by nutrition services staff, later this year (Fall 2016), CDE will be splitting the current “O”

  44. 2016-2017 Changes to Direct Certification • Expand direct certification for free meals through other non-SNAP programs for the entire state in 2017-2018 (by July 2017) • Current estimates indicate that an additional 500K students could be certified statewide • CDE will begin directly certifying students for reduced-price meals • 14 pilot LEAs in 2016-2017 • Statewide 2017-2018

  45. On the Accountability Horizon • First accountability measures developed by 2017-18 • It is recognized that data will improve over time • In addition to Graduation Cohort data, these measures will include:

  46. On the Accountability Horizon • Long-Term English Learners • Data just released to LEAs • Key CALPADS data used are: • Student Initial US School Enrollment K-12 (Field 2.45) • CURRENT English Learner Acquisition Status (certified Census Day) • CDE will develop a CALPADS report displaying these data

  47. On the Accountability Horizon • College/Career Readiness Indicator (CCI) • CCI will include multiple measures, which will likely include completion of • CTE pathway (all schools not just Perkins) • Postsecondary Articulated Course (field 9.12) • Course with Non-Standard Instructional Level – College Credit

  48. CASEMIS Transition into CALPADS

  49. Transition Timeline

  50. Why are we extending the project timeline? To facilitate CASEMIS integration by taking advantage of major CALPADS enhancements that will streamline and automate data submission and avoid duplicate work

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