calpads information meeting - riverside county office …€¦ · · 2015-12-18october 20, 2015...

October 20, 2015 CIM, Slide 1

CALPADS Information Meeting • Preferred: Audio default - Computer speakers or headphones.

• Other: Toll call - click icon at bottom right hand corner


CALPADS Information Meeting

October 20, 2015

This presentation may be downloaded from: https://csis.fcmat.org/Pages/October-20-2015-CALPADS-

Information-Meeting-(CIM).aspx

https://csis.fcmat.org/Pages/October-20-2015-CALPADS-Information-Meeting-(CIM).aspx















Agenda Review

CALPADS Update

CALPADS Support Update

Next Meeting

Agenda


Procedures for Asking Questions To ask a question:

Click on the “Chat” in the upper right-hand section of your screen to open the chat box.

Do NOT send your message to “Everyone” to minimize chat traffic

In the “Send to” dropdown, select “Presenter” Type your question in the chat box and press “Send”

We will: Respond to questions during the meeting as time permits

Address unanswered questions via an upcoming Flash or in additions to FAQs as appropriate

If your question is not answered, please submit a service ticket


Hiding the Chat box

Minimize the chat box by selecting the “Chat” icon in the upper right hand side of your WebEx screen (see below).


CALPADS Update Paula Mishima, Administrator

CALPADS/CBEDS/CDS Operations Office, CDE


CALPADS Update Topics

CDE Personnel Updates Fall 1 Fall 2 General Program Updates Assessments and CALPADS Accountability Update Looking Ahead


CDE Personnel Updates Please join us in welcoming

JERRY WINKLER Jerry replaces Cindy Kazanis as the director of the

Educational Data Management Division (EDMD) Cindy Kazanis is now the director for Analysis,

Measurement and Accountability Reporting Division (AMARD)

Keric Ashley (former AMARD Director) is Deputy for the District and School Innovation Branch

We are in the process of filling the manager over the CALPADS/CBEDS/CDS Operations Office


CDE Personnel Updates California Department of Education (CDE) Fiscal Crisis

Management Assistance Team

(FCMAT) Admin., Finance,

Technology & Infrastructure

Branch Nick Schweitzer

Deputy

District and School Innovation Branch Keric Ashley

Deputy

California School Information Services

(CSIS) Nancy Sullivan

Chief Operations Officer

Technology Services Division (TSD)

Kevin Matsuo

Educational Data

Management Division (EDMD)

Jerry Winkler

Analysis, Measurement & Accountability

Reporting Division

(AMARD)

Cindy Kazanis

Assessment Development & Administration

Division (ADAD)

Michelle Center

Information Systems Amy Fong

Requirements Rima Mendez

Client Services

Martha Friedrich

CALPADS Support Unit Alan Nakahara

CCCOO Vacant

Data Reporting Office

Randy Bonnell


Congratulations on 2014-15 Submissions The CDE would like to congratulate

100% of LEAs for certifying Fall 1!

About 99% of LEAs for certifying Fall 2 and their End-of-Year submissions!

The CDE recognizes that the data LEAs submit to CALPADS have become key to many critical functions, putting more responsibility and workload on those who work on CALPADS

We recognize your work and will continue to convey its critical importance to your superintendents


Fall 1 Updates


Fall 1 – New Snapshot Process New Snapshot Process has been implemented System metrics are continually being analyzed and

based on those metrics optimizations are being made to improve snapshot processing

Goal is to reliably provide LEAs same day certification report snapshots to facilitate review and certification


Fall 1 – Use of CALPADS Data in LCFF LEAs that certify Fall 1 by the December 18, 2015

deadline will receive a private preview of their Unduplicated Pupil Count (UPC) used as the basis to calculate the LCFF supplemental and concentration grants provided in the First Principal (P1) apportionment

Following the private preview, these LEAs will have an opportunity to amend their data during the Amendment Window which ends on February 19, 2016

The data certified in CALPADS by the end of the Fall 1 Amendment Window will be used for the Second Principal (P2) apportionment

13


Fall 1 – Use of CALPADS Data in LCFF LEAs will not have an opportunity to amend their certified

data following the close of the Amendment Window

If an LEA determines that the certified data were incorrect, then a correction to those data may be submitted through the Principal Apportionment Data Collection Software (PADC), AND must be accompanied by either an audit finding or a letter of concurrence from an auditor

Any change submitted through PADC will only affect LCFF funding and not other programs that use enrollment or unduplicated pupil data

Once the adjustment is confirmed by the auditor and submitted through PADC, the net adjustment will be reflected as a prior year adjustment at the next principal apportionment


Fall 1 – FRPM Eligibility in Provision Schools Education Code section 42238.01(a) was recently amended

(Chapter 327, Statutes of 2015) to further reduce the data collection burden of schools participating in National School Lunch Program (NSLP) under provisions 2, 3 or Community Eligibility

Provision schools may establish a “LCFF Base Year” every four years

In its LCFF Base Year, provision schools must collect the same eligibility data that non-provision schools collect

Students are eligible based on • Income from an NSLP application or alternative household income

data collection form, • State or local direct certification, or • Categorical eligibility (migrant, homeless, foster status)


Fall 1 – FRPM Eligibility in Provision Schools All students found to be eligible in the base year, including those

eligible based on direct certification or their categorical status, are deemed eligible in the intervening (non-base) years In order to receive LCFF funding for students eligible based on an NSLP

application or household income data collection form, provision schools must submit an FRPM program record for these students annually

LEAs do not need to submit an FRPM record for students who continue to be eligible in non-base years based on direct certification or their migrant, homeless, or foster status, because these students will continue to be counted based on their direct certification or categorical status

However, if these students are not directly certified or are no longer categorically eligible, LEAs will have to submit an FRPM record in order to receive LCFF funding for these students

In all cases, LEAs should continue to submit to CALPADS program records for migrant and homeless students per those program rules


Fall 1 – FRPM Eligibility in Provision Schools During the intervening years LEAs may submit an FRPM

program record for any newly enrolled students determined to be eligible based on an alternative household income data collection form

NSLP application or alternative household income data collection forms are confidential but may be shared for purposes of determining LCFF funding [EC sections 42238.01(a)(5) and 49558(e)] Refer to the FAQs referenced below for guidance on when such

documentation can be used for LCFF determinations

Updated Frequently Asked Questions (FAQs) that address various scenarios will be posted soon; CALPADS users will be notified in a FLASH when the FAQs are posted


Fall 1 – Revised LCFF Validation This is the second year County Offices of Education (COE) are

required to populate Student School Transfer Code and District of Geographic Residence for purposes of allocating funding under LCFF; data displayed in C/A 1.19 – C/A COE LCFF - Count

Based on common data issues experienced last year, an existing input validation rule (SENR 0192) has been adjusted to prevent a District of Residence from being identified as a county office of education, a charter school, or an inactive school

COEs are reminded to review students’ District of Geographic Residence to ensure they still reside in the district and update accordingly


Fall 1 – LCFF TK Adjustment Recently enacted legislation allows LEAs to enroll students who

turn 5 after December 2 in a transitional kindergarten program at the start of the school year, but disallows them from being included in the Unduplicated Pupil Percentage used to determine funding under Supplemental and Concentration grant funding under LCFF • Note: an LEA may not claim average daily attendance for these students

until the student turns 5

LEAs should enroll these students in their student information systems; however, CDE will remove these students from the enrollment and Unduplicated Pupil Count LEAs certify on Report 1.17, and the resulting count will be used as the basis for calculating the supplemental and concentration grants

A change request is in process to add a filter to Report 1.17 to enable LEAs to view their LCFF Unduplicated Pupil Count excluding these TK students


4-year Graduation Cohort Data In order to meet the federal reporting deadline for cohort

outcome data:

• LEAs will be given one private preview of the cohort data, including AYP targets, for correction purposes following the initial Fall 1 certification deadline

• LEAs that do not certify their Fall 1 data by the initial certification deadline will not receive a cohort preview

• LEAs will be required to complete all cohort corrections in the CALPADS ODS by the close of the Fall 1 amendment window

• These final data will be posted on DataQuest and used for accountability and federal reporting purposes


Fall 2 Updates


Fall 2 – English Learner Services To improve the quality of English Learner (EL) instructional

services data, LEAs are now required to report the EL instructional service provided in every course in which an EL is enrolled

LEAs will receive a fatal error (CERT063 – EL Student Reported for Whom No Education Course is Indicated), and will not be able to certify their Fall 2 submission if, for any EL student, they fail to report the type of EL instructional service being provided in at least one course or that no service is being provided • New EL Services Code: 5 – No English Learner Services


Fall 2 – English Learner Services

LEAs are reminded that: • Counseling and tutoring do not qualify as EL instructional

services • Special Education students who are English Learners

must receive EL instructional services in accordance with their Individualized Education Plan (IEP)

• LEAs should not assume that appropriate services are being provided based simply on teachers’ credentials or authorizations


Fall 2 – Student Course Enrollments

In 2015-16 all LEAs, including alternative education schools, are required to submit student course enrollments for their students


Impact of CAHSEE Suspension

Senate Bill (SB) 172 SB 172 suspends the administration of the California High

School Exit Exam (CAHSEE) Passing the CAHSEE is no longer a requirement for

receiving a high school diploma for the 2015-16, 2016-17, and 2017-18 school years

LEAs are also required to grant a diploma of graduation to any student who completed grade 12 in the 2003-04 school year, or a subsequent school year, and has met all applicable graduation requirements other than passing the CAHSEE

LEAs may start issuing diplomas on January 1, 2016


Impact of CAHSEE Suspension Are LEAs required to change or update any existing CALPADS data due to the suspension of the CAHSEE requirement? Generally NO The data in CALPADS reflects implementation of

the graduation requirements at the time the data was reported

Prior year graduate counts will not be recalculated; therefore, LEAs do not need to change or update any CALPADS data as a result of the suspension of the CAHSEE requirement except in two scenarios


Impact of CAHSEE Suspension Scenario 1: 2014-15 Graduates LEAs will be required to change data if they have already

submitted exit/completion data for 2014–15 graduates For 2014–15 graduates (students who have met all

applicable graduation requirements other than the passage of the CAHSEE), LEAs should make sure that these students are exited with a Student Exit Category Code of E230 (Completer Exit) and a School Completion Status Code of 100 (Graduated, standard HS diploma)

Any students reported with a School Completion Status Code of 104 (Completed local and state requirements, failed CAHSEE, and did not receive a high school diploma) will not be counted as graduates


Impact of CAHSEE Suspension Scenario 2: 2012-13 and 2013-14 “Now” Graduates For students who met all applicable graduation

requirements in 2012-13 and 2013-14 except for passage of the CAHSEE, LEAs may enroll these students in the 2014-15 academic

year for one day and then exit them the next day with a Student Exit Category of E230 (Completer Exit) and a School Completion Status code of 100 (Graduated, standard HS diploma) if LEAs want these students to be counted as 5th or 6th year graduates


Impact of CAHSEE Suspension Graduating Class

Year: Update CALPADS to: To be counted as:

2014-15 Exit Code E230, Completion Code 100

A 2014-15 graduate

2013-14

A one day enrollment in the 2014-15 academic year

with Exit Code E230, Completion Code 100

A 2014-15 5th year graduate

2012-13

A one day enrollment in the 2014-15 academic year

with Exit Code E230, Completion Code 100

A 2014-15 6th year graduate

2011-12 and before

No updates No changes


Impact of CAHSEE Suspension CALPADS Impacts Completion status Code 104 (met grad

requirements, failed CAHSEE) – In November Release will be retired 08/15/2014 (end of dropout reporting cycle)

Completion Status Codes 106 (Grad with CAHSEE Waiver) and 108 (Grad, CAHSEE exempt)– In November Release will be retired with an end date of 06/30/2015 NOTE: There is no need to update students with

completion status codes 106 and 108 because they are already counted as graduates


Impact of CAHSEE Suspension Since Enrollment Status Code 40 (Receiving

Specialized Services Only) is only to be used for students taking CAHSEE Intensive Instruction, the CDE is considering retiring this Enrollment Status • LEAS currently using this status for purposes other than

CAHSEE Intensive Instruction should begin using Enrollment Status code 10 (primary) or 20 (secondary)

• Current guidance is for LEAs to enroll special education and preschool students with an enrollment status of 10 or 20

End-of-Year (EOY) 4 Student Waivers collection will be discontinued in 2015-16


Impact of CAHSEE Suspension For more information on the CAHSEE

Suspension, visit the CDE’s FAQ About the Suspension of the CAHSEE, at:

http://www.cde.ca.gov/ta/tg/hs/cahseesuspendfaq.asp




Direct Certification Modification Impact of recent modification to the Direct Certification matching logic CALPADS student data (name, date of birth, student

address, and gender) are matched against California Department of Social Services (CDSS) data on family participation in the CALFresh (SNAP) and CALWorks (TANF) programs A secondary match is then conducted without the

address on students who were not matched with the address This process meets the United States Department of

Agriculture (USDA) National School Lunch Program (NSLP) requirements


Direct Certification Modification As a result of this change, 372,210 more students were

directly certified as eligible for free or reduced price meals between the months of July 2015 and September 2015

While the secondary match process results in more false positives, it is a very small number compared to the increased number of valid matches

CDE continues to work with CDSS to further refine the matching process to reduce the number of false positives

LEAs should carefully word communications to families who are directly certified to mitigate concerns should a student be falsely matched

If a family reports a student as a false positive, the food service director should change the food service system to reflect that the student was not directly certified


Direct Certification Modification Invalid Addresses no longer identified As a result of the change in matching logic, LEAs

no longer receive an indication that an address is invalid

CDE recognizes that LEAs used this indication to identify addresses that needed cleaning up and will consider ways to provide this functionality in the future


Long-Term English Learner Report Current law (Education Code section 313.1) requires the

CDE to annually report on the number of “Long-term English Learners” (LTELs) and English Learners at risk of becoming an LTEL

Senate Bill (SB) 750 (Chapter 660, Statutes of 2015) was recently enacted to modify how LTELs are calculated

Per the amended law, to calculate 2014-15 LTELs, 2013-14 Smarter Balanced assessment results are needed

Since Smarter Balanced assessment results do not exist for 2013-14, the 2014-15 LTEL determinations as specified in law cannot be made this year


Assessments and CALPADS


Assessments and CALPADS CDE is updating the assessment functionality in CALPADS

for rollout this year Some of the functionality has been implemented and

defects are being addressed Streamline load process - implemented

Assessment roles have been consolidated to operate across all assessment types - implemented

Reports based on students currently enrolled regardless of where students took test – CELDT report available but addressing defects

Student assessment summary more accessible - implemented


Assessments and CALPADS The following has been loaded

• CELDT: 2012-13, 2013-14, 2014-15 (post DRM)

The following will be loaded this year • CELDT 2011-12, 2014-15 FINAL • CAASPP

Smarter Balanced English language arts/literacy and mathematics 2014-15

Science: California Standards Test, California Alternate Performance Assessment, California Modified Assessment 2013-14, 2014-15

• CAHSEE • Legacy STAR


CAASPP and CALPADS

Turnaround time:

LEA uploads new enrollments in CALPADS on…

Enrollments show up in the Test Operations Management System (TOMS) on the morning of…

Thursday Monday

Friday Tuesday

Monday Wednesday

Tuesday Thursday

Wednesday Friday


CAASPP and CALPADS What enrollments are sent to TOMS? CDE sends the most current primary or short-

term enrollment each Sunday through Thursday night If a student is concurrently enrolled, CALPADS

sends the enrollment with the most recent start date Therefore, a Concurrent Enrollment does not

need to be resolved for a student to test UNLESS the latter LEA enrolled the student in error


CAASPP and CALPADS What student demographics are used in TOMS, the Online Reporting System (ORS) and posted summary reports? The most current demographic data from CALPADS sent

daily in the testing year are used in TOMS, ORS, and posted summary reports

Keeping CALPADS up-to-date with student demographic and program participation data will facilitate accurate reporting in all systems

In 2015-16, LEAs will be able to view report aggregates in ORS much earlier which will enable LEAs to identify issues and update data prior to public posting of aggregate results


CAASPP and CALPADS What student demographics are used in accountability? CDE uses most up-to-date demographics in the

CALPADS Operational Data Store (ODS) when calculating accountability measures

CDE informs LEAs when ODS data will be pulled for this purpose

CDE will continue to show LEAs the students used in accountability metrics so that LEAs can update data prior to final calculation and posting of accountability measures


CAASPP and CALPADS How important is it to update special education and 504 program records in CALPADS? This year it is critically important that LEAs update

CALPADS with students’ Special Education and Section 504 plan program records

LEAs will only be able to load accommodations for students with a Special Education or 504 program record loaded from CALPADS to TOMS

This is a change from last year


CAASPP and CALPADS What student address should LEAs submit to CALPADS? If a student has both a residential and mailing address,

LEAs should submit the mailing address to CALPADS The mailing address meets both CALPADS purposes for

maintaining student addresses: For the Direct Certification matching process To provide to TOMS for LEAs opting for student addresses on

Individual Student Reports (ISRs)

NOTE: Since the mailing address meets all current purposes, there are currently no plans to modify CALPADS to maintain both address types


CAASPP and CALPADS What grade is used for students taking the California Alternate Assessment (CAA)? The process remains the same as last year TOMS will display UE, US, UU and Date of Birth

(DOB) and LEAs will be able to select the appropriate exam based on the rule of subtracting “5” from the age the student was on September 1 of the academic year EXAMPLE: If a student was 10 on September 1,

2015, then the student should be tested with the Grade 5 test (10 – 5 = 5) in spring 2016


CAASPP and CALPADS Who should I contact for technical questions, such as when a school or student is not in TOMS?

California Technical Assistance Center

800-955-2954

[email protected]

http://caaspp.org/about/smarter-balanced/

http://caaspp.org/administration/instructions/

Hours of operation: Monday through Friday,

7 a.m. to 5 p.m. PT

mailto:[email protected]

http://caaspp.org/about/smarter-balanced/

http://caaspp.org/administration/instructions/


CAASPP and CALPADS Who should I contact for policy or program questions?

California Department of Education

Accommodations, Test Policy, Testing Irregularities

CAASPP Office

916-445-8765

[email protected]

For Security Breaches: 916-319-0969 [email protected]

mailto:[email protected]


Accountability Update


Accountability Update - State

Changes to Academic Performance Index (API):

No API will be produced for 2014-15 or 2015-16

Moving to a new accountability system that is based on “multiple measures”

One component likely be a College and Career Indicator (CCI) that includes multiple ways for schools to demonstrate that their students are prepared for college and career

Proposals will be presented to the State Board of Education next spring


Adequate Yearly Progress (AYP) will be calculated for all schools based on (pending final federal approval): Elementary and Middle Schools

Participation in Smarter Balanced Assessments grades 3-8

An attendance rate proxy based on Average Daily Attendance

High Schools Participation in Smarter Balanced Assessments grade 11

4-year Graduation Cohort Rate

Accountability Update - Federal


Accountability Update - Federal

LEAs will be provided an AYP report in November displaying the students included and not included in AYP calculations and subgroups

The aggregate and student level report will be provided through CALPADS


Looking ahead….


Looking Ahead – Perkins Transition Transition of Perkins E1 to CALPADS Perkins E1: includes CTE participants, concentrators,

and completers (concentrators completing a capstone course)

2014-15 Parallel Year: data from Perkins Data System (PDS) will be used for federal reporting

For 2015-16 CTE reports in CALPADS will be modified to reflect how data is reported for E1


Looking Ahead – CASEMIS Transition LEAs must submit discipline data for all students including

special education students

Since discipline data are already collected in CALPADS, it is being transitioned earlier

CASEMIS discipline data will be used for federal reporting in 2014-15

EOY 3 CALPADS discipline data will be used in 2015-16

Additional CALPADS reports will be provided in 2015-16 which reflect how data will be reported to meet federal reporting requirements for IDEA


Looking Ahead – CASEMIS Transition The CDE will be transitioning other California Special

Education Management Information System (CASEMIS) data to CALPADS over the next several years

General timeframe – pilot in 2017-18

CDE will work closely with special education management information system vendors; almost all LEAs use the same system


Looking Ahead – System Improvements CDE continues to work to address some overall

performance issues:

Posting: CDE recognizes the need to address the length of time it takes for posting and plans to improve this functionality in the future

View Only Functionality: CDE recognizes the value of such functionality to LEAs and continues to plan for this enhancement

ODS Report Processing: ODS report processing will be updated


CALPADS Support Update Martha Friedrich

Client Services Officer, FCMAT/CSIS


CALPADS Support Update Topics

EOY Submission Statistics New / Revised Functionality Fall Submission Strategies Recognition Program Support Tips


EOY Submission Statistics

Submission

Expected LEAs

Total Certified

Percent Certified

EOY 1 1533 1500 97% EOY 2 1755 1749 99% EOY 3 1755 1749 99% EOY 4 865 862 99%


2015-16 Summary of Fall 1 Changes Functionality Change

Code Set *Primary Language – New code values added: 66-Amharic, 67-Bulgarian, 68-Kikuyu (Gikuyu), 69-Kashmiri, 70-Swedish, 71-Zapoteco, 72-Uzbek

Code Set *School Completion Status - Modified Code 320 title and description to accommodate CA approval of three different high school equivalency exams

Report Report 1.17 - Foster Youth types consolidated into one column since all Foster Youth are eligible for FRPM

Validation SPRG0263 – Modified severity from Fatal to Warning

Validation SENR0192 – Modified to only accept valid CDS codes in SENR Field 1.32 "District of Geographic Residence (DOR)"

Validation CERT056 - Modified from a Warning to Fatal, Special Education Exit Code for Non-Special Education Student

* Check CALPADS Code Sets document for details and update local SIS as necessary


2015-16 Summary of Fall 1 Changes

Change Impact

Validation No Certification Warnings for this year ONLY

Suspension of CAHSEE (SB 172)

LEAs can now exit eligible students meeting all other graduation requirements with Exit Reason Code E230 and completion code 100

Code Sets Retire Completion Status

codes 104, 106, 108.

Code 104 retired date 8/15/14 Code 106 retired date 6/30/15 Code 108 retired date 6/30/15


2015-16 Summary of Fall 1 Changes Change Impact

View Submission Status screen can track posted jobs 2 new columns added 3 new statuses added 1 status deleted (Complete)

LEAs need to correlate posted data to appropriate snapshot revision to identify what is included in the aggregate counts

Multiple snapshot revisions are now available in CALPADS

Snapshot reports refresh as new updates post to ODS

New column added to manage revisions 2 new snapshot statuses have been

added User can freeze a snapshot so it is not

modified by any new updates

The default snapshot version will be Revised Uncertified

LEAs will be able to see new snapshots after each successful data update/post

LEAs may need to consider how to take advantage of multiple revisions or when to even check for a new revision

The Revised Uncertified version can be refreshed multiple times daily depending on system load and posting backlog


Summary of Changes and Impact

Snapshot Reports refreshed during the day As relevant data are posted a new snapshot

revision is created The revision frequency will be based on server

load and other factors


File Status Definition

Revision in Progress Posted records are being extracted and in process of generating the Snapshot reports

Revision Complete New snapshot reports generated successfully

File Submission Status: New Statuses


Snapshots: Revision Status

Revision Status Definition

Revised Uncertified Most recent revision that has not been certified.

In Review Uncertified Revision flagged by the LEA to be kept. Newer revisions may exist.

Certified LEA has approved snapshot revision as complete and accurate.

Decertified LEA chose to remove its certification. Most recent decertified revision will be kept.


Uncertified Watermark


All Certification Warnings Disabled

68

Significant changes in school

No data

Conflicting numbers

Questionable proportions

Invalid records

LEAs will need to do their own analysis against prior year submissions

School LEA Enrollment X Enrollment by grade X Enrollment by race/ethnicity X Graduate % X Graduate % (UC/CSU requirements met) X Dropouts and dropout rate X LEP and LEP % X ELs / FEPs / RFEPs X FEP proportion X FRPM X X Gate X X Special Ed X X Title I Part C Migrant X X Title III Eligible Immigrants X X

Graduates (among last year’s 12th graders) Dropouts (in a school with grades 9-12) FRPM GATE Homeless Special Ed Title I Part C Migrant Title III

More Graduates than prior year 12th Graders

Title I Part C Migrant

Over 25% of students in school are in Special Ed Over 25% of students in LEA are in Special Ed


Important Fall 1 Dates

Census Day Oct. 7

Certification deadline

December 18

Amendment deadline

February 19

69

CALPADS Calendar: http://www.cde.ca.gov/ds/sp/cl/rptcalendar.asp


Fall - 1 Suggested Milestones Now Complete Fall 1 data population in local SIS

Post SENR, SPRG, SELA & optional SINF files 10/25 – 10/30

Resolve anomalies, resolve certification errors, review certification reports and update records if necessary 11/2 – 11/20

Certify Fall-1 (level 1 & level 2) 12/7 – 12/11

Now – 10/23 Upload SENR, SELA, and SPRG files. Review

validation errors and reconcile as needed (SINF optional)

Send reports to site leaders for approval 11/23 – 12/4


Submission Strategies Fall Certification Errors and Reports Resolve fatal errors first Review and reconcile aggregate reports Start with 1.1 or 1.5

Refer to Report Mapping Guide

Manually check trend edits

Use supporting reports to assist in reconciliation Fix local data and re-upload as needed Minimize use of Online Maintenance


Submission Strategies Why meet the Fall 1 deadline? Preview DataQuest

County Office of Education reviews LEA’s Certified Reports

Avoid CDE letter to Superintendent

Poised to succeed with Fall 2

Preliminary Accountability reports

Eligible for Data Management Recognition

Be a kind and courteous neighbor


Fall 2 Changes Fall 2 snapshot refreshes begin in November

Retired NonClasSuppAssgn-Teacher Librarian code 0204

Added Course - Information and Digital Literacy and Digital Citizenship code 6026

Added seven course codes representing college level courses taken for college credit

Corrected Valid Code Combo grade span for courses 2435 – 2477


Fall 2 Changes Added Education Service English Learner code

5, No English Learner Services CRSE0127 - triggers on all school types Invalid NCLB Core Course Instructional Level Code CERT063 – changed from a Warning to Fatal,

EL Student Reported for Whom No Services are Indicated


Fall - 2 Suggested Milestones Now – 11/3 Complete Fall 2 data population in local SIS

Post SDEM, SASS, CRSE, SCSE files 11/28/15 – 1/8/16

Resolve certification errors, review certification reports and update records if necessary

1/11/16 – 2/12/16

Certify Fall-2 (level 1 & level 2) 2/29/16 – 3/4/16

11/9 – 11/25 Upload SDEM, SASS, CRSE, SCSE files. Review validation errors and reconcile as needed

Send reports to site leaders for approval 2/15/16 - 2/26/16


Submission Strategies Fall 2 Certification Strategies

1. Complete Fall 1

2. Submit and post Staff Demographics

3. Submit and post Staff Assignments

4. Submit and post Course Section

5. Submit and post Student Course Section

1 2

4

5

3


Fall 2 High Profile Validations CRSE0127 - Invalid NCLB Core Course

Instructional Level Code CERT063 - EL Student Reported for Whom

No Services are Indicated CERT108 - Total FTE to Total Staff ratio is

greater than 1.25 or less than .75


General Submission Strategies

Set Up Accounts

Submit Data Reconcile

Review/ Certify

County Level

Review


Submission Strategies

Fall 1

Fall 2

10/7

Census Day

September

Populate local data

10/23

Upload data

11/28

Upload data

12/18

Fall 1 due

3/4

Fall 2 due

Populate local data

Census Day

2/12

Review reports

11/20

Review reports

2015 2016


CALPADS Recognitions Recognition Program Counts: Training Recognition, recognizing those who

complete the nine core CALPADS trainings 2013-14 Cohort = 96 2014-15 Cohort = 296

Data Management Recognition, recognizing LEAs that certify on time and maintain quality data 2013-14 Cohort = 1,719 2014-15 Cohort = 1,463


Fall 1 Submission

Submission Window

Post

ing

Proc

ess

Bac

klog


Support Tips Expedite Support Response Time Reference Known Issues Advise site users to contact LEA Admin Configure Security Questions Use email or web form Include Job ID, SSID*, SEID, Error Number

*Do not include personally identifiable information; the SSID is sufficient


Training Opportunities http://csis.fcmat.org/Pages/Trainings.aspx http://csis.fcmat.org/Pages/Self-Paced-

Training.aspx Basic courses Advanced courses Self-Paced Training Modules

Create a CSIS/FCMAT account to register for training

Support Tips

http://csis.fcmat.org/Pages/Trainings.aspx

http://csis.fcmat.org/Pages/Self-Paced-Training.aspx

http://csis.fcmat.org/Pages/Self-Paced-Training.aspx


Support Tips Resources Release Updates and Known Issues Error List (now available from “Help”) Flash Updates Data Guide Self-Paced Training Modules Mini Tutorial Clips Glossary (User Guide) FAQs


Survey Please complete our survey

http://1drv.ms/1NCRBgS OR https://onedrive.live.com/redir?page=survey&resid=f96746930a468a37!113&authkey=!ANDb00MvNrD9n0Y&ithint=file%2cxlsx

https://fcmat2-public.sharepoint.com/_layouts/15/WopiFrame.aspx?guestaccesstoken=HjaRHTkehYOmWdmJ/2IgT/vSYYCMR7BjBF4Hk9h0wZk=&docid=1_18801be157c004f6e892cfe177d654bf9&wdFormId=F494E65D-7732-4968-B58C-C64DB392B1AD&action=formsubmit

http://1drv.ms/1NCRBgS








https://onedrive.live.com/redir?page=survey&resid=f96746930a468a37!113&authkey=!ANDb00MvNrD9n0Y&ithint=file,xlsx

https://onedrive.live.com/redir?page=survey&resid=f96746930a468a37!113&authkey=!ANDb00MvNrD9n0Y&ithint=file,xlsx


April 19, 2016 from 9:30 – 12:00

Next Meeting

WebEx from Sacramento

calpads information meeting - riverside county office …€¦ · · 2015-12-18october 20, 2015...

Documents