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CALPADS Updates January 2017

CALPADS Updates January 2017. Contact Information. Brandi Jauregui – Senior Information Systems Analyst CALPADS/CBEDS/CDS Office 916-327-7367 Bjauregu@cde.ca.gov. Agenda. CTE and EOY 1 2017 Updates EOY 1 Data Needed for Accountability Student Absence Summary CAASPP and CALPADS

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CALPADS Updates January 2017

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  1. CALPADS UpdatesJanuary 2017

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

  3. Agenda • CTE and EOY 1 2017 Updates • EOY 1 Data Needed for Accountability • Student Absence Summary • CAASPP and CALPADS • Direct Certification Changes • Fall 1 and 2 - 2017 Updates • CASEMIS Transition to CALPADS • New ESSA Teacher Reporting Requirements

  4. Career Technical Education (CTE) Updates

  5. Perkins Data System Goes Bye-Bye! • Perkins E1 data collection has been retired for 2016-17 • CALPADS will be the source for 2016-17 E1 data • Currently implementation of E2 is slated for Fall 2017 • Changes will be implemented to EOY 1 collections, phased in over the next 2 years

  6. 2016-17 EOY 1 Change Overview • Modified State Course Codes for Agriculture and Arts, Media, and Entertainment Industry Sectors (pilot) • Added certification validation to require completers to have a course in the same pathway and identified as the “capstone” course • Changed meaning of the use of Course Content Code “154”

  7. 2016-17 EOY 1 Change Overview • Modified CALPADS logic to count “ROP” courses as CTE courses • Adding logic to validate submission of ROC/P courses with LEAs known to have relationships with ROC/Ps • Adding logic to require concentrator and completer information from LEAs in at least their 2nd year of either the Perkins or CTE Incentive Grant Programs

  8. Why are these data important? • CALPADS EOY 1 will be the source for Perkins E1 and CTE Incentive Grant reporting • CTE concentrator and completer data will be used in the new accountability system

  9. AGR and ART Industry Sector Changes • Updated and streamlined • Codes have been generalized by pathway to allow more flexibility • Document mapping the old codes to suggested appropriate new codes will be made available after January 17, 2017

  10. When are we proposing these changes? • CTE Office made modifications to course codes (Code Sets v8.1) in the Arts, Media, and Entertainment and Agriculture Industry Sectors for 2016-2017 as a pilot • Modifications to all Industry Sector course codes implemented in 2017-2018

  11. What are we proposing? • Create a CTE Sub-pathway • Further delineates the content with a CTE Pathway • Create CTE sub-pathway course instructional levels to replace current course codes

  12. Why are we proposing this? • Local courses were difficult to map to existing CTE State Course Codes • Pathways were different at local and state levels • Names were too restrictive • Could not distinguish between intro, concentrator, and capstone courses

  13. Example • Local Level • Introductory Entrepreneurship course = Marketing Pathway • State Level • Entrepreneurship and Innovation I (code 4125) = Entrepreneurship/Self-Employment Pathway

  14. What will the big changes look like? • Agriculture • Ornamental Horticulture • Ornamental Horticulture • Introduction to Ornamental Horticulture • Intermediate Ornamental Horticulture (concentrator) • Advanced Ornamental Horticulture (capstone) • Floral Design • Introduction to the Art and History of Floral Design • Intermediate Floral Design (concentrator) • Advanced Floral Design(capstone) Industry Sector Pathway Sub-Pathway Course Codes Sub-Pathway Course Codes

  15. Examples of changes: • Local Course: Floral Design 1 • Previous state course code mapping: • 4051 - Introduction to Ornamental Horticulture • NEW state course code mapping: • 4064 – Introduction to the Art and History of Floral Design • Local Course: Floral Design 2 • Previous state course code mapping: • 4052 - Floriculture and Floral Design • NEW state course code mapping: • 4065 – Intermediate Floral Design (3 course sequence) OR • 4066 – Advanced Floral Design (2 course sequence)

  16. Course Mapping Tips • For 2016-2017, in the AGR and ART Industry sectors: • Identify course sequences that make up a defined CTE Pathway (e.g., Floral Design 1, Floral Design 2) • Map each course to its respective State Course Code based on: • CTE Pathway or Sub-pathway • Level of the course (intro, intermediate, advanced) • Steer clear of mapping based solely on local NAMES of courses

  17. Course Mapping Tips • Two course sequences will always be mapped to the Intro and Advanced state course codes • Three course sequences will always be mapped to the Intro, Intermediate, and Advanced state course codes • Four course sequences will be mapped to the Intro, Two Intermediate-level, and one Advanced-level state course code

  18. Course Mapping Tips • Involve relevant stakeholders in mapping process: • CTE Coordinators • Can assist in identifying the courses that make up pathways • Counselors • Can assist in identifying the courses that make up pathways • Human resources staff/credentialing specialists • Identification of which teachers are appropriately authorized to teach a course that is part of a CTE Pathway • Other staff involved with creation of district or school master course catalog • Can assist in identifying the courses that make up pathways • Can assist in identifying potential gaps in CTE Pathways

  19. New Certification Validation • Completers in AGR or ART pathways must have completed the capstone course in their respective pathway in the SCSC file. • Johnny Smith is a completer in Ornamental Horticulture • He must have completed the Advanced Ornamental Horticulture (capstone) course

  20. New Certification Validation • Concentrators must have completed a course in the same pathway in which they are concentrators • Johnny Smith is a concentrator in Ornamental Horticulture • He must have completed any of the three courses in the Ornamental Horticulture pathway

  21. Course Content Code 154 • Course Content Code - “154 – Career Technical Education” NOW means: • Course is part of a course sequence that makes up a viable CTE Pathway • Course is taught by a teacher meeting the specific credentialing and authorization requirements for a CTE Industry Sector • Was previously only required to be used on academic CTE courses • Will now be required to identify Perkins and CTEIG-fundable courses

  22. Course Content Code 154 • LEAs that are running Perkins or CTE Incentive Grant Programs must identify courses in the 4000-5000 State Course Code range and allowable academic courses that are part of their CTE pathways by identifying the Course Content Code as “154 – Career Technical Education”

  23. ROC/P Courses • 2015–16 ROC/P courses were NOT being counted in CTE Reports • 2016–17 these courses WILL be included • Additional new validation will require LEAs that have relationships with ROC/Ps to report courses for students attending ROC/Ps

  24. Perkins and CTEIG LEAs • New validation will require Perkins and CTEIG LEAs to report concentrators and completers if they are in at least the 2nd year of the program

  25. EOY 1 Data Needed for Accountability – Career and College Indicators

  26. College/Career Indicator • College and Career Indicator (CCI) based on graduation “cohort” • College Ready Indicators: • CALPADS Enrollment Records • Indicators: Met all UC/CSU Admission Requirements, Golden State Seal Merit Diploma, Seal of Bi-literacy • CALPADS Course Completion Records • Completion of a “Dual-enrollment” course (2190, 2290, 2490, 2690, 2790, 2890, 6090) • Completion of courses flagged as “college credit” • Field 9.19 Course Section Instructional Level Code, populated with Course Non Standard Instructional Level code: 16 - college Credit • From Outside Vendor: Scores on AP and IB exams (NOT from CALPADS)

  27. College and Career Indicator (CCI) • Career Ready Indicators: • CALPADS CTE File • CTE Pathway Completers: SCTE record where CTE Pathway Completion Year is populated • Other indicators TBD

  28. Student Absence Summary Collection in 2016-17

  29. What is Chronic Absenteeism? • A student is “chronically absent” if they are absent 10% or more of the days they were expected to attend within a given academic year.

  30. New STAS File EOY 3 - 2016-2017 • Student Absence Summary File will be added to EOY 3 • ESSA requires reporting of Chronic Absenteeism • LEAs will be required to submit student attendance/absence data to CALPADS that will enable the calculation of chronic absenteeism • Chronic Absenteeism will become apart of state accountability • Will also require: • Certification of a cumulative enrollment count to enable the calculation of rates • Mandatory resolution of Concurrent Enrollments (CCEs) to a 1% thresholdin order to certify

  31. STAS File - Who will be included? • Students in grades K-12 and ungraded elementary and secondary • Students for whom average daily attendance is reported • Daily • Hourly • Project-based/coursework (independent study)

  32. STAS File – Who’s EXCLUDED? • Is enrolled in a Non-Public School (NPS); or • The student receives instruction through a home or hospital instructional setting as authorized by Education Code section 48206.3-48208. • Home or hospital students will have to be flagged as excluded in the file

  33. When? • Beginning end-of-year 2016-2017 • EOY 3 submission • Cumulative file from July 1, 2016-June 30, 2017 • LEAs will certify as part of EOY 3 • Window opens May 15, 2017 • Certification Deadline July 31, 2017 • Close of Amendment Window August 11, 2017

  34. What will be collected? • Student Absence Summary Data Collection Exemption Indicator • Allows LEAs to identify home/hospital students that they will not have to report on • NPS students are automatically exempt based on the School of Attendance • Hourly Attendance School Type Indicator • An indicator of whether the student is attending a school for which the daily attendance calculation for all students is based on hourly attendance (e.g. continuation schools).

  35. What will be collected? • Expected Attendance Days • Based on the student’s enrollment start and end dates in CALPADS • Does not include non-school days (holidays, closures, emergencies) • Includes days the student was suspended (in or out of school) • For hourly attendance includes all days student was scheduled to attend in the hourly program

  36. What will be collected? • Days Attended • Count of days the student actually attended • A day = partial and full-day • Should not include days the student was suspended (in or out of school) • Days absent – out-of-school suspension • Count of days a student was absent for the entire school day due to out-of-school suspension • If a student is absent for an entire school day for more than one reason, and one of the reasons was due to an out-of-school suspension, then report the student as absent due to out-of-school suspension.

  37. What will be collected? • Days absent – in-school suspension • Count of days the student was in attendance but absent from the regular classroom for the entire school day due to either: • An in-school suspension pursuant to EC 48911.1; • A teacher suspension from a classroom pursuant to EC 48910(c); or • a combination of both.

  38. What will be collected? • Days absent – in-school suspension (cont.) • If student is absent from the regular classroom for an entire school day for more than one reason, including in-school suspension, report the absence due to one of the following reasons in this priority order: (1) out-of-school suspension; (2) unexcused non-suspension; (3) excused non-suspension.

  39. What will be collected? • Days Absent Excused (non-suspension) • Count of the days a student was absent with an excused absence - Education Code Section 48260(c). • Does not include students who are absent due to an out-of-school suspension or who attended in-school suspension. • If student is absent from the regular classroom for an entire school day for more than one reason, including in-school suspension, report the absence due to one of the following reasons in this priority order: (1) out-of-school suspension; (2) unexcused non-suspension; (3) excused non-suspension.

  40. What will be collected? • Days Absent Unexcused (non-suspension) • Count of the days a student was absent with an unexcused absence. • Does not include students who are absent due to an out-of-school suspension or who attended in-school suspension. • If student is absent from the regular classroom for an entire school day for more than one reason, including in-school suspension, report the absence due to one of the following reasons in this priority order: (1) out-of-school suspension; (2) unexcused non-suspension; (3) excused non-suspension.

  41. What will be collected? • Incomplete Independent Study Days • Total number of days the student did not satisfy statutory and regulatory requirements necessary to earn attendance credit. • Would complete this in lieu of Days Absent, Days Excused, Days Unexcused • If student had a partial year of IS and a partial year of seat-based instruction, then Days Absent, Days Excused, Days Unexcused would be populated in addition to Incomplete Independent Study Days • Independent Study Student = student in long-term independent study in more than one course

  42. Methods for Calculating “A Day Attended” Leveraging the same rules LEAs currently use to calculate average daily attendance (ADA) so that LEAs can leverage the data they already collect • LEAs should use the same rules currently used to determine a day of attendance for ADA purposes. • Coursework Completed (e.g. independent study): LEAs should translate coursework completed into daily attendance days attended per the rules used to determine daily attendance for ADA funding purposes HOWEVER: • LEAs should populate ONLY the Days Attended, and Incomplete Independent Study Days fields for these students, and not Days Absent, Days Excused, Days Unexcused • LEAs are not required to use this method for students on short-term independent study, or single independent study courses.

  43. Methods for Calculating “A Day Attended” • Hourly Attendance (e.g. Continuation Schools): LEAs should translate hourly attendance/absence into days as described in the following table: NOTE: ADA will continue to be reported for funding purposes.

  44. Hourly Attendance Calculations

  45. Report 14.1 – Student Absenteeism - Count

  46. Report 14.1 – Student Absenteeism - Count Report Filters: • Accountability Student Groups: • English Learner, Socioeconomically disadvantages, Special Education, Foster Youth, Homeless, Migrant • Attendance Calculation Type: • Daily, Hourly • Absence Type: • Out-of-School Suspension, In-School Suspension, Excused, Unexcused

  47. Report 14.2 – Student Absences – Student List (1)

  48. Report 14.2 – Student Absences – Student List (2)

  49. Student Detail • 14.2 - Student Absences – Student List: • Exemption Indicator • Days Expected • Days Attended • Days Absent • % Absence • Incomplete Independent Study Days • Days Absent Out-of-School Suspension • In-school Suspension Days • Days Excused Absence • Days Unexcused Absences • Chronically Absent (Y/N) • Enrolled < 30 days (Y/N)

  50. Report 1.21 – Cumulative Enrollment - Count Report 1.21 would drill down to existing Student Detail Report 8.1.

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