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CALPADS Updates January 2018

This update provides information on Fall 1 and Fall 2 updates and reminders, ELPAC update, CASEMIS to CALPADS updates, ESSA Teacher Data Collection update, and general updates and discussions.

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CALPADS Updates January 2018

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  1. CALPADS UpdatesJanuary 2018

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

  3. Agenda • Fall 1 and Fall 2 Updates and Reminders • ELPAC Update • CASEMIS to CALPADS Updates • ESSA Teacher Data Collection Update • General updates and discussion

  4. Fall 1 Updates and Reminders

  5. Fall 1 Deadline Final certification deadline is January 26, 2018

  6. Things to check for… • 2016-17 Graduates (for Career and College Readiness Indicator) • Met All UC/CSU Admission Requirements? • Received the Seal of Biliteracy? • Received a Golden State Seal Merit Diploma? • Report 1.9 – CTE Completers (CANNOT BE UPDATED!!! Certified in EOY 2016-17) • NSLP record eligibility start dates • Applications – date received • Local DC match with county welfare office - date list was generated • Local DC for homeless, foster, migrant -date list was certified by local liaison or date family submitted documentation • Records with start dates 7/1-10/31 are counted for LCFF

  7. Things to check for… • Was student identified as homeless on information day? • Was student an English Learner on information day? • Was the student in any of the following programs on information day: • Special Education • Migrant • Gifted and Talented

  8. 2017-18 Enrollment/Exit Guidance • CALPADS Flash #132 provided the following guidance on enrollments and exits to ensure our guidance was consistent with current law

  9. Scenario 1 - Truants • When a student attends and subsequently becomes habitually truant: • LEA is responsible for determining what happened to the student: • If student’ whereabouts are KNOWN: • Should be exited on the date they are referred to the SARB with an E140 – NoKnownEnrollTruant • If student’s whereabouts cannot be determined after investigation: • Should be exited on the date the investigation was completed with an E140 – NoKnownEnrollTruant • If the student is 18 or over and NOT on an IEP, use E400 – NoKnownEnroll • This is the ONLY appropriate use of E400 since students 18 and over are no longer subject to compulsory education laws

  10. Scenario 2 – Same School No Shows • When a student is expected to return but never shows up: • Students who were exited with an E155 who do not show up on the first day of school and cannot be located should be exited with an E140 – NoKnownEnrollTruant. The student can be exited within the first few days of school so that those student enrollments do not impact class scheduling. • Students who were exited with an E155 who do not show up on the first day of school and are found to be enrolled elsewhere should have their Exit Code from the prior year changed to the appropriate code. If the student is enrolled in a CA public school, you may leave the E155. • DO NOT USE N470 – No Show

  11. Scenario 3 – Pre-enrolled and Matriculating No Shows* • When a student has pre-enrolled at a school but never shows up (first time CA public enrollments and matriculating students): • Use N470 – No Show • This is the ONLY scenario in which the use of N470 is appropriate • Student has NEVER had an affiliation with the school *Slightly different guidance from Flash 132

  12. Questions and Issues • If we report students as dropouts (E140) instead of no-shows, our dropout count may significantly increase. • Keeping students enrolled until they are referred to the SARB will increase our chronic absenteeism rate.

  13. Accurate Information is a Powerful Tool • State’s intent is not to be punitive but to provide LEAs the assistance they need to improve attendance and dropout rates • We can’t help the problem if we can’t SEE the problem

  14. Pre-K Students with Disabilities Pending Evaluation on Dec. 1 • LEAs MUST obtain SSIDs for any Pre-K students who were referred for services before Dec. 1 but who have yet to be evaluated. • These students must be reported as “pending evaluation” in CASEMIS • Do NOT submit an SPRG record until eligibility is determined

  15. Fall 2 Reminders

  16. Teacher Librarian Reporting

  17. Teacher Librarian Reporting

  18. New CTE Course Codes for 2017-2018 • Ensure local CTE courses have been mapped to new CTE course codes • New codes have a new numerical range (7000-8999) • ALL CTE courses must be remapped to the new codes, all 4000-5999 codes were RETIRED as of 6/30/2017

  19. Identifying Course Attributes • Make sure courses are appropriately flagged: • All courses • English learner services (if course has ELs enrolled) – Field 9.20 Education Service Code • College-credit bearing (dual enrollment) • Field 9.19 Course Section Instructional Level Code OR • Field 9.07 State Course Code – Dual Enrollment Course Codes • CTE courses • Course Content Code 154 – Career Technical Education (high quality) – Field 9.10 CRS-Course Content Code • Articulated Indicator – Field 9.12 CRS-CTE Postsecondary Articulated Course Indicator Certified in End-of-Year

  20. Dual Enrollment • “Dual enrollment course” for state accountability purposes means: Any articulated or non-articulated core academic or CTE course for which a student earns college credit upon successful completion of the course with a C- or better. • Courses that count for high school AND college credit; AND • Courses that count ONLY for college credit

  21. Dual Enrollment for CCI CALPADS Field #9.07 (CRS-State Course Code) equals any of the following:  • 2190: Dual Enrollment College Course – English Language Arts • 2290: Dual Enrollment College Course – Foreign Languages • 2490: Dual Enrollment College Course – Mathematics • 2690: Dual Enrollment College Course – Science • 2790: Dual Enrollment College Course – History/Social Science • 2890: Dual Enrollment College Course – Visual or Performing Arts • 6090: Dual Enrollment College Course – Other   OR

  22. Dual Enrollment for CCI CALPADS Field #9.07 (CRS-State Course Code) equals: • Any of the 7000-8999 career technical education course codes AND • CALPADS Field #9.19 (Course Section Instructional Level Code): • Courses marked with 16 – “College Credit”

  23. Dual Enrollment • Per CALPADS Flash #131 • LEAs should report voluntary college courses if possible • CDE plans to collect college course completion directly through the community colleges in the next few years • Many of the students who take college courses already meet the CCI “prepared” criteria in other ways

  24. CCI – Prepared Critieria

  25. End-of-Year Updates

  26. Collection of Military Service Program Record • IF AVAILABLE, submit these data using Education Program Code 192 – Armed Forces Family Member in the EOY 2 submission • Will NOT be visible on EOY 2 reports since Dept. of Finance permission to collect this was granted so late in the year

  27. NEW EOY Certification Validation • ALL students MUST be exited prior to EOY 3 certification • Data will be used to inform November 2018 Dashboard • Data will be pulled in September 2018

  28. New CTE Validations • All students reported as completers in the SCTE file must have completed the CAPSTONE course in the same pathway and year in the SCSC file FATAL • All students reported as concentrators in the SCTE file must have completed the CONCENTRATOR course in the same pathway and year in the SCSC file FATAL

  29. New CTE Validations • LEAs who have been receiving Perkins or CTEIG funding for 2 years or more MUST report concentrators and/or completers in the SCTE file FATAL

  30. CTE Reminders • Report completers in the year they complete – you do not have to wait until 12th grade • LEAs should report concentrators and completers even if they do not receive Perkins or CTEIG funding

  31. Cohort Report • 2017-18 four year cohort report will be available in CALPADS in May of 2017-18 (tentatively) • 2016-17 four year cohort process will remain the same as last year. (private preview)

  32. Cohort Data will be used for Nov. 2018 Dashboard • Cohort data should be reviewed extensively • Data for the November 2018 Dashboard will be pulled from the ODS in CALPADS • In 2018-19, goal is to establish a projected graduation year for each student to provide progression reports on each cohort

  33. English Language Proficiency Assessment for California (ELPAC) Updates

  34. Preparing for the Summative ELPAC 2017-18 • Students with an ELAS of EL (from CELDT testing) are eligible to take the summative assessment in Spring 2018 • First administration of initial ELPAC in late summer 2018 (July 2018)

  35. ELPAC Initial Assessment – Draft Proposed Interim process • Administration begins July 2018 • LEAs will administer initial assessment to eligible studentslocally • Scores will be entered into TOMS Local Scoring Tool (LST) • LEAs will enter ELAS (determined by scores entered in TOMS) into SIS and submit SELA to CALPADS • All EL and IFEP records with ELAS Start Date 7/1/2018 or greater can NEVER be deleted or modified

  36. Eligible Students • Grade level of K-12, UE, US • No ELAS record or ELAS of TBD • SCORES CAN ONLY BE ENTERED INTO LST FOR ELIGIBLE STUDENTS

  37. 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

  38. English Language Proficiency Assessment for CA (ELPAC) • New ELPAC regulations provide a process for correction to an English language acquisition status (ELAS) determined in the initial ELPAC administration

  39. ELPAC Correction Process • Corrections must occur prior to administration of the summative assessment • New ELAS codes are necessary in 2018-19 to capture the corrected statuses

  40. NEW ELAS Codes for ELPAC • EO1 – HLS mistake • EO2 – Administration Error (Student misidentified for testing) • EO3 – Correction Other • EL1 – Score Discrepancy (can only apply when initial status is IFEP) • FEP1 – Score Discrepancy (can only apply when initial status is EL)

  41. Example: Parent made a mistake on HLS Initial EL or IFEP record can never be deleted or modified if date is 7/1/2018 or greater For EO1, EO2, EO3, primary language must = English.

  42. Example: Score discrepancy Initial EL or IFEP record can never be deleted or modified if date is 7/1/2018 or greater For EL1, FEP1, primary language must NOT = English.

  43. 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

  44. CASEMIS TO CALPADS (C2C)

  45. CASEMIS TO CALPADS (C2C) • UPDATES • CASEMIS file layouts have been MODIFIED for 2018-19 to mirror names and code values proposed for C2C • January 18, 2018 Student Information System vendors will participate in a webinar explaining the CASEMIS file layout changes for 2018-19. • CDE is forming a best practices workgroup for LEAs who are good at managing student data in SIS and special education data systems collaboratively

  46. CASEMIS TO CALPADS (C2C) • Additional Issues • Certification of data (SELPA/LEA) • Retirement of “ungraded” grade levels in 2018-19 • How do we capture CASEMIS “Postsecondary/Transition” grade level in CALPADS? • What’s the best way to capture private school enrollments? • New enrollment status • New “NPS-like” school code “0000002”

  47. State-Level Data Matching

  48. State-Level Data Matching • CDE will implement a new and improved matching algorithm: • Will be modified to include new non-binary gender option (2019-20) • CDE will perform all state-level matches • CDE will provide LEAs new information on: • Migrant-eligible students • CDE will improve current data matches: • Directly certified students • Foster students

  49. Additional Questions?

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