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CALPADS Updates Riverside COE May 2018

This agenda covers important updates on teacher assignments, ELPAC assessments, CASEMIS to CALPADS transition, end-of-year data reporting, suspension and chronic absenteeism monitoring, cumulative enrollment tracking, and career and college readiness indicators. It also discusses the proposed collaboration between CDE and CTC for identifying misassignments and the phased integration of ELPAC process into CALPADS.

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CALPADS Updates Riverside COE May 2018

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  1. CALPADS UpdatesRiverside COEMay 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 2019-20 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 ELAS extracted from TOMS, uploaded to SIS TOMS/Local Scoring Tool Student tested with initial 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)

  16. ELPAC Roll-Out • Later in 2018-19 or potentially in 2019-20 (dates still in discussion), CALPADS will feed the ELAS data directly to TOMS

  17. Draft Proposed Final Process TOMS sends ELAS to CALPADS TOMS/Local Scoring Tool Student tested with initial 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 2018-19 • Implementation in CALPADS 2019-20 • 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 2018-19

  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 3Discipline, 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. 48900 (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 AbsenteeismHow 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 AbsenteeismHow Calculated in CALPADS

  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 AbsenteeismGetting the Data Right Resource • Link to California data tools for attendance:http://www.attendanceworks.org/resources/data-tools/california-data-tools/

  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

  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

  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

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