CALPADS Data Guide Published 03/01/2012

California Longitudinal Pupil Achievement Data System (CALPADS)

CALPADS Data Guide

A Guide for Program Staff

Version 1.3

03/01/2012

California Department of Education

This version supersedes previous versions of this guide. CALPADS Data Guide 2 of 223 02/05/2010 v1.1 Data Management Division California Department of Education Table of Contents Revision History...... 3 Security and Privacy...... 4 Chapter 1: Overview...... 6 1.1 CALPADS Data Guide Overview...... 7 1.2 CALPADS Documents...... 9 1.3 CALPADS Contacts and Resource Information...... 16 1.4 CALPADS Overview...... 18 1.5 Statewide Student and Educator Identifiers...... 26 Chapter 2: Data Groups...... 30 2.1 Student Data Overview...... 31 2.1.1 Student Enrollment (includes enrollment and exits)...... 34 2.1.2 Student Information...... 43 2.1.3 Student Program – Eligibility and Participation...... 49 2.1.4 Student Discipline...... 56 2.1.5 Student Health...... 61 2.1.6 Student Waivers...... 62 2.2 Staff Data Overview...... 66 2.2.1 Staff Demographics...... 71 2.2.2 Job Classification and Non-Classroom Based Staff Assignment...... 76 2.3 Course Data Overview...... 81 2.3.1 Course Content...... 85 2.3.2 Class Size...... 89 2.3.3 Course Section Teacher Assignments and Highly Qualified Teacher Status...... 90 2.3.4 Course Characteristics...... 94 2.3.5 Course Enrollment and Completion...... 99 Chapter 3: Program and Reporting Areas...... 107 3.1 Career Technical Education...... 108 3.2 Educational Options Schools and Programs...... 114 3.3 Special Student Populations...... 118 3.3.1 Home/Hospital and Independent Study Student Population...... 124 3.4 Eligible Immigrants...... 125 3.5 English Learners...... 128 3.6 Highly Qualified Teachers...... 137 3.7 Dropouts...... 143 3.8 Graduates...... 152 Chapter 4: School Types...... 154 4.1 Charter School Reporting...... 155 Chapter 5: Appendices...... 159 Appendix A: CALPADS Certification Windows...... 160 Appendix B: CALPADS Certification Reports – Summary...... 162 Appendix C: Transition from Previous Methods of Data Collections to CALPADS...... 166 Appendix D: Student Exit Reason Code and Student School Completion Status Descriptions...... 170 Appendix E: Acronyms and Other Abbreviations...... 184

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Version Revision Name Section Summary of Changes Number Date V 1.0 08/31/09 Data Mgmt. Division All Initial release of document. V 1.1 01/29/10 Data Mgmt. Division Various Verbiage changes made throughout the document to improve clarity or meaning to terms/ concepts covered in the guide. V 1.2 05/27/11 Data Mgmt. Division Various Updates made to keep the information current, including changes made to Appendices B and D. V 1.3 3/1/12 Educational Data Throughout Updates made throughout the document to keep information Mgmt. Division current and to provide further clarity. Edits include those highlighted in the rows below. “ “ “ “ “ “ “ Various FAQ information added throughout. “ “ “ “ “ “ “ Throughout Updated “snapshot collection window” time frames. Modified various report numbers and names and element tables. “ “ “ “ “ “ “ 1.5 Added information regarding cases in which SEIDS are required, and added information regarding the appropriate use of “9999999999.” “ “ “ “ “ “ “ 2.1 Added Student Career Technical Education (SCTE) to data groups. “ “ “ “ “ “ “ 2.1.1 Added considerations for foster student exits. “ “ “ “ “ “ “ 2.1.2., 2.1.3, Updates made to keep information current; updated various 2.1.5 areas to include relevant information regarding, but not limited to, report certification, Program 504 accommodation, staff service years, and student discipline. “ “ “ “ “ “ “ 2.2 Minor edits made regarding non-classroom-based staff assignments and FTE percentage (additions made to data elements table). “ “ “ “ “ “ “ 2.3.1 Added report # 3.9 to list of certification reports. “ “ “ “ “ “ “ 2.3.2 Modified to reflect that no certification reports are required related to class size for Fall 2; made other minor changes. “ “ “ “ “ “ “ 2.3.5 Updated data element table (added Marking Period Code and updated information in element 10.19 comments). Minor changes made including changing “Independent Study” to read “Educational Options” in spots in this section. “ “ “ “ “ “ “ 3.1 Added CTE pathway information. “ “ “ “ “ “ “ 3.3, 3.4 Updated data element tables “ “ “ “ “ “ “ 3.5 Added information regarding LEA data provision; updated element table to reflect “EO” code to include American Sign Language; modifications made throughout this section, including guidelines added for populating the ELAS field. “ “ “ “ “ “ “ 4.1 Added information throughout section to better assist LEAs, including updates made regarding reporting status changes. “ “ “ “ “ “ “ Appendix B Updated table of reports. “ “ “ “ “ “ “ Appendix D Filled in dropout, completer, graduate, and grade level columns for codes 106 and 108. “ “ “ “ CSIS Requirements Appendix D Placed a note in school completion status codes 320 & 330 that the student must be at least 18 years of age.

CALPADS Data Guide 4 of 223 3/1/2012 v1.3 Data Management Division California Department of Education Security and Privacy

California adheres to the confidentiality requirements in the Family Educational Rights and Privacy Act of 1974 (FERPA), as amended (FERPA, 34 Code of Federal Regulations, Part 99), and to state laws and regulations regarding educational records, privacy, and confidentiality. The California Longitudinal Pupil Achievement Data System (CALPADS) will be collecting and maintaining educational records that contain personally identifiable information on students.

The personally identifiable information from educational records collected and maintained by CALPADS is classified as confidential and may also be sensitive. CALPADS data, therefore, must be protected from inappropriate access, use, and disclosure.

CALPADS security controls are implemented to protect the information processed and stored within the system. Specifically, these controls settings are designed to:  Protect the privacy and confidentiality of the system information.  Ensure that only authorized users access the system.  Ensure that users are uniquely identified when using the system.  Associate and connect certain actions performed—within the system—to specific users.  Ensure that users have access to perform only the actions they have been authorized to carry out.

CALPADS users are an integral part in ensuring that the CALPADS security controls provide the intended level of protection.

All local educational agency (LEA) representatives who are authorized to access CALPADS will see the following banner language upon each login to the system:

“NOTICE: You are about to access the CALPADS computer system of the State of California Department of Education (“the Department”). This system is intended for authorized users only, in accordance with the CALPADS Rules of Behavior Agreement and applicable state and federal laws. Unauthorized access to or use of this system, or of any information in the system, is strictly prohibited by Department policy, the CALPADS Rules of Behavior Agreement, and applicable state and federal laws. Unauthorized access to this system and/or unauthorized use of information from this system may result in civil and/or criminal penalties under applicable state and federal laws.

By using this system, you are acknowledging and agreeing that all information concerning your access to this system, including but not limited to any information entered, stored or retrieved by you, may be monitored, retrieved, and/or disclosed by authorized personnel, including authorized network administrators and CDE personnel, for any lawful purpose, including but not limited to criminal prosecution.”

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Users are required to protect CALPADS information in any form. This includes information contained on printed reports, data downloaded onto computers and computer media (e.g., diskettes, tapes, compact disks, thumb drives, etc.), user computer monitors, or any other format.

FERPA allows disclosure of personally identifiable information from educational records without consent to school officials, including teachers, within educational agencies or institutions, if the given agencies or institutions have determined that the school officials have legitimate educational interests in the information.

LEA Administrators, therefore, must consider the legitimate educational interest or “need to know” basis of any district or school employee who is granted access to information in the CALPADS system. The FERPA regulations are clear that it is not enough that an individual who has been granted access to personally identifiable information from educational records is a school official: The school official must have a legitimate educational interest in the information. For example, a school staff member, by virtue of his or her job-related duties, may have access to all records in a school information system, including records of those personally known to that staff member, such as neighbors or friends. The staff member should not access those records unless specifically assigned a job-related duty in support of the processing or handling of such records.

LEA Administrators must make sure that reasonable methods are in place to restrict access to educational records in CALPADS only to school officials with legitimate educational interests. Methods are considered reasonable if they reduce the risk of unauthorized access to a level commensurate with the likely threat that the records may be targeted for compromise and the harm that could result. The “reasonable methods” standard, which is required by FERPA regulations, applies whether the control is physical, technological, or administrative.

Resources on FERPA regulations, including discussion of controlling access to educational records by school officials, can be found on the U.S. Department of Education FERPA Web page at http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html. Further information is available in the sections on “Protection of CALPADS Information” and “Other Security Considerations” in Appendix A, CALPADS User Responsibilities and Rules of Behavior, of the LEA CALPADS Administrator Application.

The California Department of Education (CDE) does not provide legal interpretation of state or federal privacy laws. LEAs should consult with their local legal offices to ensure that local processes are in compliance with applicable state and federal laws and regulations.

CALPADS Data Guide 6 of 223 3/1/2012 v1.3 Data Management Division California Department of Education Chapter 1: Overview

Introduction This chapter is intended to provide an overview of:

 The CALPADS Data Guide.  CALPADS documents and contacts.  CALPADS.  Statewide student and educator identifiers.

Contents This chapter contains the following topics:

Topic See Page 1.1 CALPADS Data Guide Overview 7 1.2 CALPADS Documents 9 1.3 CALPADS Contacts and Resource Information 16 1.4 CALPADS Overview 18 1.5 Statewide Student and Educator Identifiers 26

CALPADS Data Guide 7 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 1.1 CALPADS Data Guide Overview

Purpose of The purpose of this guide is to prepare local educational agency staff—staff who are this responsible for data that are collected and maintained in local systems, such as student guid information, food service, special education, and human resources systems—for e submission of required data into the California Longitudinal Pupil Achievement Data System (CALPADS). This guide will provide LEAs with an understanding of:

 What data must be maintained in local systems.  When the data will be needed for submission to CALPADS.  How to prepare for each submission.  The types of data expected to be submitted or updated during each submission window.  How the submitted data will be used by the state.

Contents of This guide includes the following chapters: this guid  Chapter 1: Overview e This chapter contains an overview of: o This guide. o CALPADS documents and contacts. o CALPADS. o Statewide student and educator identifiers.

 Chapter 2: Data Groups This chapter contains information regarding the collection, maintenance and submission of data by data group. The chapter is organized into the following data groups: o Student Data. o Staff Data. o Course Data.

 Chapter 3: Program and Reporting Areas This chapter describes how the data are used for specific program areas and for accountability areas such as dropouts and graduates.

 Chapter 4: School Types This chapter contains information regarding requirements that may be different for specific school types, such as charter schools.

 Chapter 5: Appendices This section contains appendices relevant to the content of this guide.

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Structure of This guide is structured to meet the needs of different LEA staff, and it is not expected that this all staff will need to read the entire document. guid e Depending on their given roles, LEA staff may focus on different chapters. For example, staff responsible for submitting data to CALPADS may use Chapter 2, which describes the data in “groups” that are aligned with the CALPADS file formats. Program staff responsible for providing specific program data to the LEAs’ local student information systems may focus on relevant sections of Chapter 3: Program and Reporting Areas. Staff responsible for career technical education (CTE) data may only refer to the section in Chapter 3 entitled Career Technical Education. To support the intent of this guide to accommodate users with different needs, some redundancy of information exists within each chapter, allowing each chapter to stand alone if need be.

Content not This document does not contain: incl ude  Instructions on how to use the CALPADS system (that information is located in the d CALPADS User Manual).  CALPADS file specifications or definitions of data elements (that information is located in the CALPADS File Specifications document).  CALPADS codes (that information is located in the CALPADS Code Set document).  Procedures related to the acquisition and maintenance of Statewide Student Identifiers (SSIDs) (that information is located in the SSID Enrollment and Procedures document).

Refer to the CALPADS Documents section in this chapter for locations of the above- referenced documents.

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CALPADS The table below lists relevant documents associated with CALPADS. doc Detailed descriptions of each document listed below are provided on the pages that follow. ume nts Name of Document What the Document Contains Where to Find the Document CALPADS File This document contains: http://www.cde.ca.gov/ds/s Specifications (CFS)  CALPADS file formats. p/cl/systemdocs.asp  Data element definitions.  Information required for submitting files. CALPADS Extract This document contains http://www.cde.ca.gov/ds/s Specifications (CES) information intended to assist p/cl/systemdocs.asp LEA staff in understanding the specifications of each of the CALPADS extracts. CALPADS Code Set This document contains all codes http://www.cde.ca.gov/ds/s used in CALPADS. p/cl/systemdocs.asp CALPADS Data Guide This document contains http://www.cde.ca.gov/ds/s (this guide) information regarding: p/cl/systemdocs.asp  The data that must be submitted to CALPADS.  How the data are used. SSID and Enrollment This document contains: http://www.cde.ca.gov/ds/s Procedures  Procedures for acquiring and p/cl/systemdocs.asp maintaining SSIDs.  Procedures for enrolling and exiting students. CALPADS User This document contains detailed http://www.cde.ca.gov/ds/s Manual instructions on “how to use” p/cl/systemdocs.asp CALPADS, including:  How to log in. This document can also be  How to navigate. found within the actual  How to enroll a student, etc. CALPADS system (i.e., via  How to map local codes. logging in to CALPADS) under the Help tab. LEA CALPADS This document contains To access this document, Administrator information on how to apply for fill out a CALPADS Service Guidelines and LEA CALPADS Administrator Request Form here: Application access. http://www2.cde.ca.gov/cal padshelp/default.aspx.

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CALPADS Name of Document What the Document Where to Find the doc Contains Document ume CALPADS LEA This document contains LEA CALPADS nts, Operations Manual information for LEA CALPADS Administrators can request Continued Administrators regarding: access to this document by  How to assign local user doing either of the following: access. 1. Fill out a CALPADS Service Request Form: http://www2.cde.ca.gov/calp adshelp/default.aspx 2. Send an e-mail to calpads- [email protected] requesting the document. NOTE: This document is only provided to LEA CALPADS Administrators. CALPADS Error List This document contains http://www.cde.ca.gov/ds/sp/c descriptions of CALPADS l/systemdocs.asp error messages. CALPADS Valid Code This document contains valid http://www.cde.ca.gov/ds/sp/c Combinations code combinations per the l/systemdocs.asp CALPADS File Specifications. CALPADS Technical This document provides http://www.cde.ca.gov/ds/sp/c Update (CTU) technical information related to l/systemdocs.asp enrollment processing. CBEDS This document contains a http://www.cde.ca.gov/ds/sp/c Assignment/Course cross-reference table of old l/systemdocs.asp Code Mapping California Basic Educational Data System (CBEDS) assignment codes with corresponding appropriate CALPADS codes. CALPADS Frequently This online resource contains http://www.cde.ca.gov/ds/sp/c Asked Questions answers to frequently asked l/faq.asp (FAQs) CALPADS-related questions. CALPADS Known This series of documents http://www.cde.ca.gov/ds/sp/c Issues provides information about l/knownissues.asp known (i.e., reported) system-related issues. CALPADS Release This series of documents http://www.cde.ca.gov/ds/sp/c Updates provides the latest release l/releaseupdates.asp information, as well as release history, about CALPADS.

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CALPADS File The CALPADS File Specifications document is intended for LEA staff responsible for Spe submitting data to CALPADS. cific The CALPADS File Specifications provide: atio ns  Information on each of the CALPADS file formats, including: o Data element number. o Data element public name. o Field type. o Maximum field length. o Data element definitions. o Name of the code set required for a data element. o Validation rules. o Whether a data element is required. o Whether a data element is an operational key. o Whether a field is allowed to be updated.  A description of CALPADS processing methods.  Data certification requirements.  Descriptions of the CALPADS Operational Data Store (ODS) and SSID download formats.  CALPADS character sets.  Extensible markup language (XML) schemas.

CALPADS The CALPADS Extract Specifications document is intended to assist LEA staff in Extr understanding the extract specification of each of CALPADS extracts. The following extract act types are described in the document: Spe  ODS Extracts cific atio  SSID Extract ns  Candidate List Extract  Replacement SSID Extract  Rejected Records Extract  Direct Certification Extract

CALPADS The CALPADS Code Set includes all codes used in CALPADS, along with their definitions. Cod e Set

CALPADS The CALPADS Data Guide (this guide) is designed to support the LEA CALPADS Data Administrator and other staff who will be using the CALPADS system. It will also be useful Guid for program staff and data stewards – those responsible for data in specific subjects or e programs within the LEAs. The CALPADS Data Guide describes the data in CALPADS, by (this guide) group and by program area. This guide also provides information specific to certain school types, such as charter schools. The CALPADS Data Guide describes:

 What data must be maintained in local systems.  When the data are needed for submission to CALPADS.  How to prepare for each submission.  What types of data are expected to be submitted or updated during each submission window.  What reports must be certified by LEAs.  How the data in CALPADS are used to create state and federal reports.  What state and federal reports are being created from CALPADS data.  Charter school reporting and state assessment administration.

The CALPADS Data Guide is structured to meet the needs of different LEA staff, and it is not expected that staff will need to read the entire document. Depending on their given roles, LEA staff may focus on different chapters.

SSID and The SSID and Enrollment Procedures document describes: Enro llme  The educational agency responsibility for SSIDs. nt Proc  The assigning of SSIDs. edur  An LEA’s responsibility to correct data. es  Procedures for enrolling and exiting students.  Procedures for pre-enrolling students.  Enrollment types: Primary, secondary, short-term, and receiving specialized services.  Procedures for resolving SSID anomalies, concurrent enrollments, multiple identifiers, and exit reason discrepancies.  State adjustments to dropout counts due to lost transfers and re-enrolled dropouts.  Procedures for exiting students upon school closure.

CALPADS The CALPADS User Manual is intended for LEA staff who have been granted local user User access to CALPADS by their local LEA CALPADS Administrators to acquire SSIDs, submit Man data, review reports, and utilize other CALPADS functions. The CALPADS User Manual is ual the “how to” manual for the CALPADS environment. It provides specific instructions on:

 How to navigate within CALPADS.  How to access CALPADS.  How to enroll students (through online and batch processes).  How to manage submissions.  How to submit data for state reporting.  How to view reports.  How to certify reports.  How to map local codes to CALPADS codes.

LEA The LEA CALPADS Administrator Guidelines and Application document is intended for the CAL local superintendent and the LEA CALPADS Administrator. This document provides: PAD S  Instructions on how to apply for LEA CALPADS Administrator access. Adm  Descriptions of CALPADS user responsibilities. inist rator  Rules of behavior. Guid  Descriptions of the California Department of Education process for granting LEA eline CALPADS Administrator access. s and Appl icati on

CALPADS The CALPADS Operations Manual is intended for the LEA CALPADS Administrator. This Ope document provides information on: ratio ns  How to set up local user access. Man ual

CALPADS The CALPADS Error List contains descriptions of CALPADS error messages, with Erro recommended actions for resolving each error. r List

CALPADS The CALPADS Valid Code Combinations document contains valid code combinations per Vali the CALPADS File Specifications. d Cod e Com bina tion s

CALPADS The CALPADS Technical Update Document provides a technical summary of the Tec CALPADS software released on a given date. This document is intended for the following hnic audience: al Upd  Student information system (SIS) vendors. ate

CALPADS Data Guide 15 of 223 3/1/2012 v1.3 Data Management Division California Department of Education  LEA technical staff who support their local SIS implementations.  LEA technical staff who support their SIS interfaces with CALPADS.

The business and validation rules described in the document are excerpts from the detailed design documentation produced during the given software release.

This document is not intended to be an end-user support document.

CBEDS The CBEDS Assignment/Course Code Mapping document contains a cross-reference table Assi of old California Basic Educational Data System (CBEDS) assignment codes with new gnm corresponding appropriate CALPADS codes that are used to report assignment and course ent/ data through CALPADS. Cou rse Cod e Map ping

CALPADS The CALPADS Frequently Asked Questions (FAQs) list is an online resource that contains Freq answers to frequently asked CALPADS-related questions. uent ly Ask ed Que stio ns (FA Qs)

CALPADS This series of documents provides a comprehensive history of CALPADS system-related Kno issues that are known; each document contains a list of open issues that have been wn reported to the CALPADS Operations Office via the Service Desk or other communication. Issu es

CALPADS This series of documents provides the latest release information, as well as release history, Rele about CALPADS. ase Upd ates

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CALPADS The best way to contact CALPADS representatives is through the following e-mail account: prim ary For questions about: Contact: Via One of these Methods: e- mail Anything related to CALPADS, The CALPADS Submit a service request cont including: Service Desk online: http://www2.cde.ca.gov/CALP act  Using CALPADS, or for help ADSHELP/DEFAULT.ASPX infor with technical system issues mati on  Policies or programs Or: Send an email to:  LEA CALPADS Administrator [email protected] access  Anything related to CALPADS!

CALPADS The CALPADS Operations Office, located in the CDE Data Management Division, is Ope responsible for the overall operation of CALPADS. Questions may be directed to the ratio CALPADS Operations Office via the contact information listed below. ns Offic Address Phone E-mail Address: e California Department of Education 916-324-6738 [email protected] CALPADS Operations Office 1430 N Street, Suite 6416 Sacramento, CA 95814-5901

CALPADS The CALPADS Service Desk resides at the office of the California School Information Serv Services (CSIS). ice Des Phone E-mail Address: k 916-325-9210 [email protected]

CALPADS All general information related to CALPADS, including the background/history of CALPADS, Web current updates, schedules, system and user documents, and correspondence, is posted on site the CALPADS Web site. The CALPADS Web site is located at http://www.cde.ca.gov/calpads

CALPADS The CALPADS system—the actual portal where users log on—can be accessed at syst https://www.calpads.ca.gov/ em: User Users must have a logon ID and password to log on to CALPADS. logo n

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CALPADS General CALPADS announcements and information are communicated through the lists CALPADS Web site home page and through CALPADS listservs maintained by the CDE. erv For: Sign up for: To subscribe: General CALPADS The CALPADS-LEA Go to the CALPADS-LEA listserv at announcements listserv http://www.cde.ca.gov/ds/sp/cl/listservs. asp. LEA CALPADS The CALPADS- The CDE automatically places all LEA Administrators Administrator listserv CALPADS Administrators on the CALPADS-Administrator listserv.

CALPADS Data Guide 20 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 1.4 CALPADS Overview

CALPADS CALPADS is a statewide database that stores individual-level longitudinal data on: over view  Students.  District and school certificated staff.

What does CALPADS do for local educational agencies?

CALPADS provides LEAs with:

 Access to longitudinal data and reports on their own students.  Immediate access to information on new students, such as the students’ program participation, English learner (EL) statuses, and assessment scores.  An efficient means for meeting state and federal reporting requirements.

How does this benefit LEAs?

Access to this information enables LEAs to:

 Place students appropriately.  Determine whether any assessments are necessary.  Locate students thought to have dropped out.  Analyze data to support local decision making.

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Types of data The following table illustrates the types of data captured in CALPADS. in CAL Student data include: Staff data include: Course data include: PAD  Enrollment.  Demographic.  Detailed information on S  Demographics.  Job classification by course offerings (e.g.  Program eligibility and full-time equivalency English learner participation. (FTE). services, class size).  Program information and  Assignment.  Teachers assigned to services.  Service years. courses.  Career Technical Education  Highly qualified teacher  Grade level. (HQT) statuses of  English language acquisition teachers teaching status. courses.  Course enrollment and completion.  Discipline (suspensions and expulsions).  Statewide assessment.

Each of these types of data is represented by data elements that have specific names and definitions. All of the data elements used in CALPADS, along with their definitions, can be found in the CALPADS File Specifications.

About data Using industry standards and best practices, the CDE has developed conventions for elem naming certain types of data elements. CALPADS is the first CDE data system to collect ents data using these naming conventions. Ultimately, the goal of the CDE is to see that all CDE collections use these same conventions.

When referring to data elements in this guide, the CDE uses the actual data element names found in the CALPADS File Specifications. The data element names provide some indication of the way these elements are to be populated in CALPADS. For example, throughout this document you will see the words “code” or “indicator” as part of the names of some data elements. They are defined below.

Term Definition/Comments Code  A data element that requires population with a range of alphabetic or numeric coded data values that indicate the existence of a code table.  Should not be used if data values are not coded. Indicator  An indicator of two possible conditions.  A binary situation, such as, on/off, true/false, 0/1, or yes/no.  Similar to flag.

How CALPADS represents a significant shift in how and when LEAs submit student, staff, and CAL course data to the state. PAD S is Generally: diffe rent  LEAs submit “data” versus “reports” to CALPADS.  From the individual-level data submitted to CALPADS, the CDE creates aggregate reports to meet state and federal reporting requirements.  LEAs no longer submit specific reports, such as the Language Census (LCEN) or Student National Origin Report (SNOR); instead: o LEAs submit data to CALPADS, and from those data, these reports are created.

More specifically:

 LEAs are able to update their data in CALPADS on an ongoing basis.  LEAs may view their data reports, at any time, in CALPADS.  During specific “snapshot collection windows,” virtual “snapshots” are taken of selected data in CALPADS.  CALPADS provides LEAs with reports that reflect an aggregation of the individual-level data in the snapshots: o LEAs have the opportunity to review these aggregate reports and to amend data. o From the aggregate reports, LEAs are able to “drill down” to reports that display the individual-level data that make up the aggregate reports. o LEAs are required to certify these reports.

LEAs are encouraged to maintain data in their local systems and in CALPADS on an ongoing basis.

 Updating local systems on an ongoing basis enhances the LEAs’ use of their own data and ensures that the data exist in the local systems so that it can be extracted and submitted to CALPADS when needed.  Updating CALPADS as students enroll and exit schools will ensure that all LEAs have access to the most up-to-date information on transferring students.  Updating CALPADS on an ongoing basis minimizes the amount of work that LEAs must perform to certify their data.  Updating CALPADS on an ongoing basis helps resolve SSID anomalies.

LEA staff The CDE requires that LEAs designate the following roles: me mbe Role Description r assi LEA CALPADS  Each county/district superintendent and independently-reporting gnm Administrator charter school administrator must designate an LEA CALPADS ents Administrator to ensure that all data collection and reporting procedures are followed.  LEA CALPADS Administrators are designated through an application process administered by the CALPADS Operations Office.  LEA CALPADS Administrators are responsible for assigning and maintaining user access to CALPADS within the LEAs, including assisting them with user/password issues.  LEA CALPADS Administrators may or may not serve as the primary sources for understanding the data that LEAs must collect and maintain for submission to CALPADS.  LEA CALPADS Administrators should provide assistance to their local users, including submitting service requests.  LEA CALPADS Administrators should refer to the CALPADS Operations Manual for descriptions of their given responsibilities and functions.

Level 1 Certifier A Level 1 Certifier provides first-level certification of data. This person may be the LEA CALPADS Administrator. Level 2 Certifier A Level 2 Certifier is the LEA Superintendent or his/her designee.

To ensure quality data, every LEA is strongly encouraged to establish a Data Management Team that includes data stewards—in different data areas or programs—who are responsible for ensuring complete and accurate data in their areas.

Role Description Data Steward Data stewards are responsible for ensuring complete and accurate data in their associated areas. Data A Data Management Team includes members from the technical team Management and all data stewards. Local leadership is encouraged to establish Team such a team.

How the state Data collected through CALPADS are used, in part or in whole, by the CDE to produce the will following required state and federal reports: use CAL State reports PAD S  California Basic Educational Data System (CBEDS). data  Language Census.  Education Code (EC) sections 10600-10610.  Governmental Code sections 13073 and 13073.5.  California Code of Regulations, Title V, Section 97.

Federal reports

 State NCLB Consolidated State Performance Report (CSPR) – Public Laws 94-142 and 94-482.  Student National Origin Report.  Carl Perkins.  Titles VI and IX of the Civil Rights Act of 1964, as amended.

The CDE also uses CALPADS data for these purposes:

 For the CDE’s DataQuest, which provides the general public with access to aggregate information on the state’s schools.  To respond to ad hoc report requests from policy makers, researchers, and other entities.  To provide the Department of Finance with enrollment counts used for budget projections.

The CDE will respond to requests for individual-level data in a manner that strictly adheres to the Federal Educational Rights and Privacy Act (FERPA) and state privacy laws:

 Per FERPA, individual-level data will be de-identified (“de-identified” refers to data from which all personally identifiable information has been removed) before being released.  Per FERPA, identifiable individual-level data are released only to entities meeting FERPA requirements.  LEAs will be notified of any data requests from researchers that specifically involve the given LEAs’ data.

CALPADS LEAs may submit data to CALPADS on an ongoing basis. During the fall, spring, and at the sna end of the traditional school year, CALPADS takes “snapshots”—or “collects” specified psh groups of data—in CALPADS and places the snapshots in a database. The periods during ot which these snapshots are taken are called “snapshot collection windows.” From the colle snapshot database, CALPADS creates certification reports for LEAs to review and certify. ctio n LEA review and certification of reports wind ows LEAs must review the certification reports, and they must certify their reports by the and specified certification deadlines. LEAs may amend their data, if need be, at any point until certi the certification deadline given for each snapshot collection window. If and when data are ficat amended, CALPADS will take new snapshots of the data and will create new reports. When ion LEAs are satisfied with the reports, they may certify them. repo rts LEA amendment of data/re-certification of reports

Following the close of each snapshot collection window is an “amendment window,” during which LEAs may de-certify, then amend and re-certify their data. LEAs may amend their data during this window and then must re-certify the reports by the close of the amendment window.

CALPADS Each snapshot collection window has specified “submissions” that represent specific groups sub of data. The fall and spring submissions include the certification of data as of given census miss days. The end-of-year submissions include information from the just-completed school year. ions The table below summarizes the general timeline for each of the fall, spring, and end-of- year submissions. Specific dates for the snapshot collection windows and the amendment windows, as well as specific dates for the certification deadlines, are published each year. This table is meant to be representative of general window timelines. LEAs should go through their regular CALPADS communication channels to inquire about the specific dates year-to-year.

Submis- Census Snapshot Amendment Types of Data sion Day** Collection Window Window Fall 1 Fall Fall Census Mid-December – Enrollment, graduates, and Day – Mid-January dropouts. Mid-December Fall 2 Fall Fall Census Mid-December – Student course enrollment, staff Day – Mid-February job classifications, staff Mid-December assignments, and HQT statuses. Spring 1 Spring March April English language acquisition statuses and eligible immigrant counts. EOY* 1 None Mid-May – Mid-July – Course completion and career Mid-July Mid-August technical education. EOY 2 None Mid-May – Mid-July – Program participation. Mid-July Mid-August EOY 3 None Mid-May – Mid-July – Student discipline. Mid-July Mid-August EOY 4 None Mid-May – Mid-July – Student waivers. Mid-July Mid-August

*EOY = End of Year.

**Fall Census Day is the first Wednesday in October. Spring Census Day is March 1st, unless it falls on a weekend, in which case Spring Census Day is the first school day immediately prior to March 1st. The EOY submissions do not have a Census Day; data collected reflects activity throughout the reporting year.

For more The following appendices, located at the end of this guide, contain information about which infor CALPADS files are required for each submission and which reports LEAs must certify for mati each submission. on abo  Appendix A in this guide provides a summary of the files required for each submission ut (excerpted from the CALPADS File Specifications). The CALPADS File Specifications CAL provide detailed information about the data required for each submission. PAD  Appendix B in this guide provides a summary of the reports that LEAs must certify for S each submission. sub miss ions

CALPADS Data Guide 28 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 1.5 Statewide Student and Educator Identifiers

Statewide All public California K–12 local educational agencies, including charter schools, must obtain Stud statewide student identifiers from CALPADS for students in kindergarten through grade 12, ent and they should maintain the SSIDs in their local systems as well as in CALPADS. Iden tifier  The SSID is a unique, 10-digit, random, system-generated, non-personally-identifiable (SSI number. D) over  SSIDs are essential components of CALPADS. view  SSIDs are used to: o Maintain data on individual students over time. o Link students to their statewide assessment scores. o Track students in and out of schools and LEAs in order to determine more accurate dropout and graduation rates; thus: .It is critical that LEAs take great care when requesting new SSIDs or when choosing/using existing SSIDs.  CALPADS will provide enrollment histories and other information to assist LEAs in their selections of SSIDs.

Where to find The CALPADS Data Guide does not provide detailed information on the acquisition and mor maintenance of SSIDs. More detailed information can be found in the documents e referenced in the following table. infor mati For information on: Refer to: Which can be found here: on How to acquire and The CALPADS User http://www.cde.ca.gov/ds/sp on maintain SSIDs in Manual /cl/systemdocs.asp SSI CALPADS Ds  Enrollment procedures The SSID and Enrollment http://www.cde.ca.gov/ds/sp  Entities responsible for Procedures document /cl/systemdocs.asp acquiring SSIDs  SSID anomalies

CALPADS Data Guide 29 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 1.5 Statewide Student and Educator Identifiers, Continued

Statewide All educators working in public K–12 California local educational agencies in positions that Edu require credentials from the Commission on Teacher Credentialing (CTC) are required to cato have statewide educator identifiers (known as “SEIDs;” the acronym is pronounced “seed” r in its singular form) assigned by the CTC. SEIDs should be maintained in LEAs’ local Iden systems (e.g., human resources systems or student information systems) if possible. tifier (SEI  The SEID is a unique, 10-digit, random, system-generated, non-personally-identifiable D) number produced by the CTC. over  SEIDs are essential components of CALPADS. view  SEIDs are used to: o Maintain data on individual educators over time. o Link educator credential information with assignment information, thus aiding the monitoring of assignments and HQT statuses.  A SEID is required for the submission of staff data to CALPADS. Any staff record without a SEID will not be accepted by CALPADS.  The CTC assigns SEIDs to applicants for credentials based on applications to the CTC for Certificates of Clearance.  The CTC has assigned SEIDs to all active educators in the CTC’s database. LEAs should contact the CTC directly if a given educator does not have a SEID.  SEIDs are required in the course records. CALPADS will accept course records without SEIDs in specific circumstances. See the SEID section in the Staff Data Overview in this guide for details.

Where to find There are two methods that LEAs may use to retrieve SEIDs for LEA educators: SEI Ds  LEAs should contact their County Credential Analysts for the SEIDs. The Commission on Teacher Credentialing provides all county offices of education with accessibility to weekly downloads (pdfs or flat files) of newly issued documents to educators (provided that the educators have provided their counties of employment on their applications); these files also include the SEIDs. County offices will work with LEA staff to get SEID files for LEA educators.  LEAs may look up individual educators by using the online SEID look-up tool, which is available via the CTC’s Credential Information Guide (CIG) at https://info.ctc.ca.gov/fmi/xsl/SEIDLookup/lookup.xsl. o The SEID look-up tool requires a CIG logon ID and password: .LEAs may request a CIG logon ID and password by sending an e-mail to the CTC’s Information Services Unit at [email protected].

For questions related to obtaining a SEID for an educator, or for SEID-related questions, LEAs should contact the CTC at [email protected]. To subscribe to the SEID listserv, LEAs should send an e-mail to: SEID- [email protected].

Are SEID The unique SEID number is assigned to credentialed staff only and is required for num submission of their data to CALPADS. bers requ ired for all LEA staff ?

Are all All staff in positions that require an administrative services credential such as an Assistant admini Superintendent should be assigned a SEID by the CTC. According to the CTC’s strator Administrator’s Assignment Manual: “When determining if an assignment requires an s individual to hold an administrative services credential, it is not the title of the position that require is the determining factor but the duties the individual will be performing. Employing d to agencies should review the job duties for the assignment using Title 5 regulations have a (§80054.5). SEID, such as a non- certific

CALPADS Data Guide 31 of 223 3/1/2012 v1.3 Data Management Division California Department of Education ated Assista nt Superi ntende nt?

How do non- If a district has used a “local assignment option” to assign a non-certificated staff member certificated to a position requiring certification, or employs a non-certificated non-core charter school Administrators teacher, the individual can apply for a Certificate of Clearance from the Commission on or teachers get Teacher Credentialing. A SEID will then be assigned to the individual. It should be noted a SEID? however, that this is NOT mandatory.

Staff must The number “9999999999” will not be accepted in the Staff Demographic and Staff have a SEID Assignment records if a staff person does not have a SEID. In order to submit a Staff in order to Demographic and Staff Assignment record for a staff member, they must have a valid SEID. submit Non-certificated staff serving in positions requiring certification can obtain a SEID by “9999999999” obtaining a Certificate of Clearance from the Commission on Teacher Credentialing but it is in Staff NOT mandatory that they do so. If a SEID is not obtained for these individuals, then they Demographic cannot be reported in CALPADS. and Staff Assignment records

SEID not If a given staff person assigned to a particular course section does not have a SEID, a requ generic identifier of 9999999999 may be submitted in the Course Section record. Following ired are examples of when this might occur: for sub  Non-certificated charter school teachers miss ion  Teachers delivering courses at a Regional Occupational Center of  College professors delivering college courses to high school students “999 9999  Teachers delivering online courses provided by a public or private agency 999”  New teachers who have not been issued a SEID in the Cou Note: staff reported in the Course Section with a generic identifier of “9999999999” will not rse be included in the Staff FTE counts. Only course enrollment will be counted for these staff. Sect ion reco rd

SEID is The CTC’s conversion project was completed in 2010, and all lifetime credential holders requ should now have SEIDs. If a given teacher in an LEA has lifetime credentials and does not ired yet have an assigned SEID, the LEA should contact the CTC at [email protected] in order for to obtain a SEID for the teacher. lifeti me cred enti al hold ers in CALPADS Data Guide 33 of 223 3/1/2012 v1.3 Data Management Division California Department of Education orde r to sub mit “999 9999 999” in Cou rse Sect ion reco rds

CALPADS Data Guide 34 of 223 3/1/2012 v1.3 Data Management Division California Department of Education Chapter 2: Data Groups

Introduction This chapter contains information regarding the maintenance and submission of data related to students, staff and courses. This chapter contains descriptions of the data in each group; it does not describe how data from different groups are used to meet program reporting requirements (those descriptions are contained in Chapter 3 in this guide: Program and Reporting Areas). The information contained in this chapter should help users understand the parameters around:

 What data should be maintained in LEAs’ local, “internal” systems.  When data should be available in local systems to support updating CALPADS.  What data must be certified, and when.

Contents This chapter covers the following data groups:

Data Groups See Page 2.1 Student Data 31 2.2 Staff Data 66 2.3 Course Data 81

CALPADS Data Guide 35 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 2.1 Student Data Overview

Contents The Student Data section contains the following student data topics:

Topic See Page 2.1 Student Data Overview 30 2.1.1 Student Enrollment (includes enrollment and exits) 34 2.1.2 Student Information 43 2.1.3 Student Program – Eligibility and Participation 49 2.1.4 Student Discipline 56 2.1.5 Student Health 61 2.1.6 Student Waivers 62

Groups of There are seven groups of student data that LEAs should maintain locally in their own stud “internal” systems in order to submit to CALPADS. Each group of data is submitted to ent CALPADS in separate files (abbreviations next to group names are CALPADS file codes): data  Student Enrollment (SENR) This group of data includes student enrollments and exits from public schools and certified non-public non-sectarian schools (NPS).  Student Information (SINF) This group of data primarily includes demographic information about students, and it also includes residence and address information.  Student Program (SPRG) This group of data includes students’ eligibilities for or participation in particular programs. The discussion on student program data specifies the programs for which LEAs must report data, as well as whether the LEAs must report eligibility or participation.  Student Career Technical Education (SCTE) This group of data includes information about student Career Technical Education concentrators and completers.  Student Discipline (SDIS) This group of data includes student suspension and expulsion information. It also reflects whether students have been identified as truants.  Student Health (SHTH) This group of data includes student immunization information. Note: The file format to collect this data has been removed from the CALPADS file format inventory. The CDE has decided to postpone this file submission requirement.  Student Waivers (SWAV) This group of data includes information related to student requests for California High School Exit Exam (CAHSEE) waivers, and the disposition of those requests. Lists of student data elements are provided in the sections that follow. Specific programmatic information related to how the data are used can be found in Chapter 3 of this guide.

Continued on next page CALPADS Data Guide 36 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 2.1 Student Data Overview, Continued

Student data LEAs should update the following student data in CALPADS on an ongoing basis: that sho  Student enrollment (includes enrollment and exits). uld be  Student information. upd  Student program – eligibility and participation. ated in CAL PAD S on an ong oing basi s

Benefits of Keeping student enrollment, information, and program data current in CALPADS: upd atin  Makes it easier to select the correct SSIDs for transferring students with current g enrollment histories. CAL PAD  Ensures that LEAs have access to current data on students transferring to those LEAs’ S on districts, thus helping the LEAs place new students in appropriate programs. an  Minimizes LEA workload during snapshot collection windows. ong oing o For example, if LEAs keeps students’ English learner acquisition statuses current basi in CALPADS, then the spring submission will require the LEAs simply to review s and certify the English Learner Acquisition Status reports.

CALPADS Data Guide 37 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 2.1 Student Data Overview, Continued

What reports LEAs are required to certify the following reports related to student data: must LEA Submis- Census Snapshot Re- Name of Report s sion Day** Collection port certif Window # y Fall 1 Fall Fall Census 1.1 Enrollment – Primary Status by Subgroup and Day – 1.6 Graduates and Dropouts by Subgroup whe Mid-December 1.9 Completers and Dropouts – Count n? Fall 2 Fall Fall Census 2.4 English Learner Education Services – Day – Student Count Unduplicated*** Mid-December 3.6 Course Section Enrollment – Count by Content Area*** Spring 1 Spring March 2.1 Title III Eligible Immigrants – Count 2.8 English Language Acquisition Status – Count by Primary Language 2.9 English Language Acquisition Status – Census Comparison EOY* 1 None Mid-May – 3.12 Career Technical Education Concentrators Mid-July and Completers – Count Disaggregated 3.14 Career Technical Education Concentrators and Completers – Count by Pathway 3.9 Course Sections Completed – Count by Content Area for Departmentalized Courses*** EOY 2 None Mid-May – 5.1 Program Participants – Count Mid-July EOY 3 None Mid-May – Mid-July 7.2 Disciplinary Actions – Count by Offense 7.4 Disciplinary Actions – Persistently Dangerous Offense Expulsions EOY 4 None Mid-May – 6.1 CAHSEE Waivers and Exemptions – Mid-July Count *EOY = End of Year. **Fall Census Day is the first Wednesday in October. Spring Census Day is March 1st, unless it falls on a weekend, in which case Spring Census Day is the first school day immediately prior to March 1st. The EOY submissions do not have a Census Day; data collected reflects activity throughout the reporting year. ***These are reports created from course section data and student course section data. See the section on Course Data in this guide.

CALPADS Data Guide 38 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 2.1.1 Student Enrollment (includes enrollment and exits)

Introduction The student enrollment data include only the student data required to obtain SSIDs and to enroll or exit students in CALPADS. For detailed information about how to acquire and maintain SSIDs within CALPADS, refer to the CALPADS User Manual, which can be found via the Help tab within the CALPADS online system. For procedural guidance regarding enrolling and exiting students in CALPADS, refer to the SSID and Enrollment Procedures document.

The Student Enrollment File (SENR) is used to update CALPADS with student enrollments and exits. The SENR is not used to update a student’s demographic information; rather, student demographic information must be updated using the Student Information File (SINF) and not the SENR. At the end of the school year, LEAs do not have to exit students whom they expect will be continuing at the same school the following school year. However, at the beginning of the year, LEAs must update the student’s grade levels—and any other information that has changed—using the SINF. This update is necessary for the student to be “counted” within the LEA’s official enrollment count for Fall 1 certification. Student enrollments and student information may also be done online in the CALPADS system. An LEA should also submit a SINF following a new enrollment in the LEA of a student during the school year, confirming the student information and making any necessary updates.

Student The student data elements for obtaining SSIDs and for enrolling or exiting students in enro CALPADS are included in the table below. Refer to the CALPADS File Specifications for llme data element definitions. Technical staff should refer to the CALPADS File Specifications for nt a complete list of data elements required for submission of the Student Enrollment File. and exit Field # Data Element Comment data Public Name elem 1.04 Reporting LEA This element reflects the 7-digit county-district (CD) code of ents the reporting LEA, or, for independently-reporting charter schools, the charter school’s 7-digit school code (S). 1.05 School of  This element reflects the 7-digit school code of the Attendance school that the student is attending.  For a student who is attending a certified NPS school, the LEA must identify the School of Attendance as “0000001,” and the LEA must indicate—in the School of Attendance NPS field—the state-assigned unique school code for the NPS that the student is attending.  For a student who is enrolled in a district-level home/hospital or independent study program and who is not receiving instruction through his/her school of residence (i.e., the school that the student would normally be attending if he/she were not enrolled in the program), the LEA should enter the 7-digit county-district code in the School of Attendance field.

CALPADS Data Guide 39 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 2.1.1 Student Enrollment (includes enrollment and exits), Continued

Student Field # Data Element Comment enro Public Name llme 1.06 School of  This element reflects the 7-digit school code of the nt Attendance certified NPS that the student is attending. and NPS  This element is required only for special education exit students attending NPS schools. data  If a student is attending a non-public school that is not elem certified by the CDE, the LEA should submit a school ents code of “9999999.” On the online maintenance screen, , the LEA should select the school entity called Continued “Noncertified Nonpublic Nonsectarian School.” 1.07 Academic Year This element reflects the academic year. ID 1.08 SSID This element is required when enrolling or exiting a student. 1.09 Local Student This element reflects the unique student ID assigned by an ID LEA. 1.10 Student Legal  These elements reflect the basic demographic data 1.11 Name (first, needed to enroll or exit a student. 1.12 middle, last,  The student’s legal name (first, middle, last, suffix) 1.13 suffix) should be used. 1.14 Student Alias These are optional elements that, if provided, assist LEAs 1.15 Name (first, in matching students. 1.16 middle, last) 1.17 Student Birth This is a required element used in the SSID matching Date process. It is important that this date is accurate, and it should not change. 1.18 Student Gender This element reflects the basic demographic data needed Code to enroll or exit a student. This element is required. 1.19 Student Birth This is an optional element that, if provided, assists LEAs City in matching students. 1.20 Student Birth This is an optional element that, if provided, assists LEAs State Province in matching students. Code 1.21 Student Birth This element reflects the basic demographic data needed Country Code to enroll or exit a student. This element is required. 1.22 Primary This element reflects the basic demographic data needed Language Code to enroll or exit a student. This element is required. Note: the student’s primary language is established once and should never change. For example, if a student’s primary language is Spanish, it should remain Spanish even after a student is redesignated as Fluent English Proficient.

Student Field # Data Element Comment enro Public Name llme 1.23 Student School  It is important that a student’s start date at a school is nt Start Date accurate in order to prevent concurrent enrollments and with other LEAs. exit  Note that a student’s start date cannot overlap with data his/her exit date from another school in the same LEA. elem  See the CALPADS File Specifications for the definition ents of School Start Date. ,  This element is required. Continued 1.24 Enrollment  CALPADS code values include: Status Code o Primary enrollment. o Secondary enrollment. o Short-term enrollment. o Receiving specialized services only.  See the CALPADS Code Set, Enrollment Status, for definitions of each enrollment status.  See the SSID and Enrollment Procedures for details regarding when to use specific enrollment statuses.  This element is required. 1.25 Grade Level  This element reflects the grade level of a given student. Code  The grade level can be updated using the Student Information File or online in the CALPADS system.

1.26 Student School  It is important that a student’s exit date from a school is Exit Date accurate in order to prevent concurrent enrollments with other LEAs.  Note that a student’s exit date cannot overlap with his/her start date at another school in the same LEA.  See the CALPADS File Specifications for the definition of School Exit Date. 1.27 Student Exit  See the CALPADS Code Set, Student Exit Category, Reason Code for a list of valid exit reasons.  If a student exits a school by completing a given academic program provided at that school (E230), a Student School Completion Status must also be provided.  See the relevant section in Chapter 3, Program and Reporting Areas, in this guide for information about which exit codes may be counted as dropouts.

Student Field # Data Element Comment enro Public Name llme 1.28 Student School  See the CALPADS Code Set, School Completion nt Completion Status, for a list of valid and usable completion statuses and Status (e.g., graduated, standard high school diploma, special exit education certificate of completion, promoted, etc.). data  This element is required if a student has been exited elem with a “Completer Exit” (E230). ents ,  See the relevant section in Chapter 3, Program and Continued Reporting Areas, in this guide for information about which completion codes may be counted as dropouts or graduates. 1.29 Expected The LEA may indicate the Expected Receiver School of Receiver Attendance by including the unique state-assigned school School of code of the school in which the student is expected to Attendance attend, if:  A student exited a school because he or she transferred involuntarily due to a disciplinary action.  A student exits an alternative school to return to a traditional or non-alternative school. 1.30 Student Met All This indication is required for all students with a school UC and/or CSU completion status of 100 (Graduated, standard high school Requirements diploma), 106 (Graduated with a CAHSEE waiver), and Indicator 108 (Graduated with a CAHSEE exemption).

Student LEAs should update CALPADS with student enrollments and exits on an ongoing basis. enro Enrollment updates should be submitted to CALPADS with actual enrollment and exit dates, llme on a timely basis, generally within 14 days of students’ actual start and exit dates. nt and For more specific instructions on how to enroll and exit students in CALPADS, refer to the exit CALPADS User Manual. For the procedures that LEAs should follow when enrolling and data exiting students, refer to the CALPADS SSID and Enrollment Procedures document. sho uld be upd ated in CAL PAD S on an ong oing basi s

Benefits of Keeping student enrollment data current in CALPADS: upd atin  Makes it easier to select the correct SSIDs for transferring students with current g enrollment histories. CAL  Ensures that LEAs have access to current data on students transferring to their districts, PAD thus helping the LEAs place new students in appropriate programs. S on an  Minimizes workload during submission windows. ong o For example, if an LEA keeps student enrollments, student exits, and student oing information and program data current in CALPADS, then the Fall 1 submission will basi require the LEA simply to update student records for grade level changes and any s other information that may have changed from the previous year, and then review and certify the enrollment reports.

Student After enrolling students in CALPADS, LEAs should immediately follow with submissions of enro new or updated student information and program data. Complete student information and llme specific program data are required for certification of the Fall 1 submission; therefore it is nt important that these data are submitted following enrollments, especially when enrolling sho new students at the beginning of each school year. See the student information and uld student program sections in this chapter for further information. be follo wed

CALPADS Data Guide 43 of 223 3/1/2012 v1.3 Data Management Division California Department of Education by sub miss ion of stud ent infor mati on & prog ram data

Considerations To exit a student, the LEA must also provide the Student School Exit Date and Student Exit whe Reason online in CALPADS or in the Student Enrollment File. n Things to Note: upd atin If… Then… g  A student exited a school because  A Student School Completion Status code stud he or she completed a given must also be submitted, indicating how the ent academic program (E230), student completed the program (e.g. exit graduated with a standard high school infor diploma, Special Education certification of mati completion, etc.). on  A student graduated from high  The LEA must indicate whether the student school with: met all UC and/or CSU requirements. o A standard diploma (100), o A CAHSEE waiver (106), or o A CAHSEE exemption (108)  A student exits a school because he  The LEA should indicate the Expected or she transferred involuntarily due Receiver School of Attendance by to a disciplinary action, or including the unique state-assigned school  A student exits an alternative school code of the school in which the student is to return to a traditional or non- expected to attend. alternative school,  A student exited a school because  The student’s exit data must be updated to he or she did not graduate and has E230/250 with a Student School Exit Date gone to an Adult Education school that equals the date the student earned the (T260), and at a later date the LEA Adult Ed High School Diploma. learns that the student has earned an Adult Education High School Diploma,  A student in foster care turns 18 and  The “sending LEA” should do one of the is ordered by the court to exit a following: school and return to a school within o Award the student a high school diploma the boundaries of their “primary and exit the student as a graduate if the residence,” student meets all high school graduation requirements, including the lower credit threshold allowed by the state for foster care students, and the CAHSEE requirements; or o Exit the student as a 160 (transfer to another California school). If the student does not enroll in the "receiver" school, the student will be treated as a lost transfer from the "sending" school.

What reports The table below lists the enrollment and exit-related reports that LEAs must certify. mus t Submis- Census Snapshot Re- Name of Report LEA sion Day Collection port s Window # certi Fall 1 Fall* Fall 1.1 Enrollment – Primary Status by fy Census Day – Subgroup and Mid-December 1.6 Graduates and Dropouts by whe Subgroup n? 1.9 Completers and Dropouts – Count

*Fall Census Day is the first Wednesday in October.

Fall 1 reflects an LEA’s enrollment as of Fall Census Day, the first Wednesday in October, and it represents the LEA’s official enrollment count for the year. To ensure up-to-date student enrollment data, an LEA must:

 Update student grade levels (with the effective date reflecting anywhere from July 1 through Census Day) online in CALPADS or through the Student Information File (SINF) for the new school year to indicate students who continue to be enrolled in the school.*  Update other student information and program data that have not previously been submitted.  Ensure that all students who have left the school have been appropriately exited from CALPADS.  Obtain SSIDs for new students and submit required student information and program data.  Ensure that SSID concurrent enrollment anomalies and multiple identifier anomalies are two percent or less.

*For students whose grade levels are not changing, LEAs should submit student information records that reflect each student’s same grade, but a different academic year.

Fall 1 also includes the certification of an LEA’s official dropout and graduate counts for the previous year. See Chapter 3, Program and Reporting Areas, in this guide for more information on how graduate and dropout counts are calculated.

What detailed LEAs have access to the following supporting reports that provide the detailed data that data make up the certification reports: will LEA Report # Name of Report s 1.2 Enrollment – Primary Status Student List have 1.3 Enrollment – Primary Status Disaggregated to 1.4 Enrollment Count – State View help 1.5 Enrollment by Status – Disaggregated the 1.7 Graduates by Subgroup – Student List m 1.8 Dropouts by Subgroup – Student List certi 1.10 Completers and Dropouts – Student List fy 1.11 Completer Exits – Count Disaggregated the 1.12 Dropouts – Count Disaggregated repo 1.13 Exits – Count Disaggregated rts? 1.14 Dropouts Count – State View 1.15 Matriculated No Shows – State View 1.16 Matriculated No Shows – Student List 2.2 Title III Eligible Immigrants – Count by Birth Country 8.1 Student Profile – List 8.1a Student Profile Exits – List 8.1b Student Profile Dropouts – List 8.1c Student Profile Dropouts – State View – List 9.1 Multiple Identifier (MID) Anomalies Unresolved 10.1 Exit Reason Discrepancy (ERD) Anomalies 11.1 Concurrent Enrollment (CCE) Anomalies 12.1 SSID Anomaly Status

How are Student enrollment and exit information are used by the state in various ways. Here are enro some of the ways the data are used: llme nt  Student enrollment counts are the LEAs’ official enrollment counts for the year and are and used for multiple enrollment-based funding formulas. exit  Student enrollment and exit information are used to determine official counts of infor graduates, completers, and dropouts, in order to meet state and federal reporting mati requirements. Refer to relevant sections in Chapter 3, Program and Reporting Areas, in on this guide for descriptions of which exit and completion codes are counted as dropouts use and graduates. d by the  Student enrollment and exit information are also used with student information and stat program information for public posting to the CDE’s DataQuest, providing basic e? information about California’s schools.  Beginning in 2010-11, these enrollment records will be used in the calculation of 4-year cohort graduation rates.

For more The table below provides resources for more information. infor mati For this information: Refer to: Which can be found here: on Specific instructions on how The CALPADS User http://www.cde.ca.gov/ds/sp/c to obtain SSIDs and how to Manual l/systemdocs.asp enroll and exit students in CALPADS Procedures that LEAs The SSID and Enrollment http://www.cde.ca.gov/ds/sp/c should follow when enrolling Procedures document l/systemdocs.asp and exiting students in and out of CALPADS Technical information on the The CALPADS File http://www.cde.ca.gov/ds/sp/c submission of the Student Specifications l/systemdocs.asp Enrollment File Information regarding which The CALPADS Valid Code http://www.cde.ca.gov/ds/sp/c code combinations are valid Combinations l/systemdocs.asp for submission to CALPADS.

CALPADS Data Guide 48 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 2.1.2 Student Information

Introduction The student information data include demographic information about students. Most of these data should not change, such as dates of birth, gender, primary languages, and races/ethnicities. Once these data become part of the students’ records in CALPADS, they do not have to be re-entered unless changes or corrections are required. Student information that is more likely to change includes students’ grade level, primary residence and address information, as well as English language acquisition statuses.

Student The following table lists the specific student-related data elements which may be updated infor online in CALPADS or through the Student Information File. Technical staff should refer to mati the CALPADS File Specifications for a complete list of data elements required for on submission of the Student Information File. data elem Field # Data Element Comment ents Public Name 2.11 Student Legal The student’s legal name (first, middle, last, suffix) 2.12 Name (first, should be used. 2.13 middle, last, suffix) 2.14 2.15 Student Alias An “alias” name that a given student goes by may be 2.16 Name (first, submitted. 2.17 middle, last) 2.18 Student Birth Date This is a required element used in the SSID matching process. It is important that this date is accurate, and it should not change. 2.19 Student Gender This is a key element used in the SSID matching Code process. It is important that this element is accurate, and it generally should not change. 2.20 Student Birth City This is an optional element that, if provided, assists LEAs in matching students, and it should not change. 2.21 Student Birth This is an optional element that, if provided, assists State Province LEAs in matching students, and it should not change. Code 2.22 Student Birth This is a required element used in the SSID matching Country Code process, and it should not change. 2.23 Primary Language This is a required element used in the SSID matching process, and it should not change. 2.24 Hispanic Ethnicity This is a “yes” or “no” response to the question, “Are Indicator you Hispanic?” This element reflects federal requirements for how race/ethnicity information is collected. 2.25 Student Ethnicity LEAs are required to report whether students’ Missing Indicator ethnicities are Hispanic. A response of “Y” for this data element indicates that a given student’s reported ethnicity indicator has been left blank intentionally.

Continued on next page CALPADS Data Guide 49 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 2.1.2 Student Information, Continued

Student Field # Data Element Comment infor Public Name mati 2.26-2.30 Race CALPADS will accept up to five races per student. See on the CALPADS Code Set, Race Category, for valid race data code values. elem 2.31 Student Race LEAs are required to report students’ races. A response ents Missing Indicator of “Y” for this data element indicates that a given , student’s reported race code fields have been left blank Cont intentionally. inue 2.32 Grade Level Code This value must be updated annually in order for each d student to be counted in the LEAs’ official enrollment counts. 2.33 Primary This element is required to determine the counts of Residence student subgroups such as foster and homeless Category Code students; therefore, it is imperative that the Primary Residence Category be updated as a student’s residence changes throughout the year. See the relevant section in Chapter 3, Program and Reporting Areas, in this guide for more detailed information on how this data element is used. 2.51-2.54 Guardian Name Two guardian names may be provided. This is an optional element used solely to assist LEAs in identifying the correct students when searching for SSIDs of students already in CALPADS. 2.50 Parent Guardian This element is used in combination with students’ Highest Education eligibilities for the National School Lunch Program to Level Code determine whether given students are part of socioeconomically disadvantaged subgroups. 2.34 Interdistrict This element is required to meet new reporting laws, Transfer Code and it applies only to students living within the boundaries of one LEA, but attending, through specified transfer agreements, another LEA. See the CALPADS Code Set, Interdistrict Transfer Category.

NOTE: Notwithstanding the definition of this element, districts may use this element to report Intra-district transfers due to NCLB requirements for Program Improvement schools – until another element is developed and implemented.

CALPADS Data Guide 50 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 2.1.2 Student Information, Continued

Student Field # Data Element Comment infor Public Name mati 2.35 District of This element is required only for those students who on Geographic are certain types of Interdistrict Transfer students: data Residence  Formal Interdistrict Transfers elem  NCLB Program Improvement Transfers (Interdistrict ents or Intra-district) ,  NCLB Persistently Dangerous Transfers Cont inue  District of Choice Transfers d If a given student does not fall within one of these categories, the Interdistrict Transfer Code is not required; therefore, the District of Geographic Residence is not required. Refer to the CALPADS Code Set document for detailed definitions of these transfers.

An LEA must provide the 7-digit county-district code for the district in which a given student’s parents or guardians reside. 2.36-2.38 Residential This is required for all students. This element is used Address for directly certifying students for eligibility in the Free and Reduced-Price Meal Program (also referred to as the National School Lunch Program).

NOTE: CALPADS will accept Mexican addresses for students whose primary residence is in Mexico (however CALPADS will not validate authenticity of the address). 2.47 Student Initial This element is used to identify a ninth-grade cohort for Ninth Grade Entry the purposes of calculating 4-year graduate rates. This Year element should be populated for the year a student enters 9th grade, and it should not change.

NOTE: To initially populate this element for students in grades 10-12, LEAs may estimate the years in which the given students first entered 9th grade. 2.41 English Language This element is used to identify English learner Acquisition Code subgroups and to create reports similar to the Language Census. See the relevant section in Chapter 3, Program and Reporting Areas, in this guide for more detailed information on how and when this data element is used.

Student Field # Data Element Comment infor Public Name mati 2.42 English Language This element is used to identify English learner on Acquisition Start subgroups and to create reports similar to the data Date Language Census. See the relevant section in Chapter elem 3, Program and Reporting Areas, in this guide for more ents detailed information on how and when this data , element is used. Cont 2.43 Student Proficient This element is used to identify the federal limited- inue or Advanced for English-proficient (LEP) subgroup. See the relevant d ELA code section in Chapter 3, Program and Reporting Areas, in this guide for more detailed information on how and when this data element is used. 2.45 Student Initial U.S. This date should never change. It is used for School Enrollment assessment purposes and is required when identifying Date immigrant subgroups. This date is not used to determine eligibility for Title III. See the relevant section in Chapter 3, Program and Reporting Areas, in this guide for more detailed information on how and when this data element is used. 2.46 Enrolled in U.S. This element is used to identify immigrant subgroups School less than and to create the Student National Origin Report. If this Three Cumulative field is populated, it should be reviewed each year for Years Indicator accuracy. See the relevant section in Chapter 3, Program and Reporting Areas, in this guide for more detailed information on how and when this data element is used.

When do The student information data should be kept up-to-date on an ongoing basis, because most stud of the data are used throughout the year for numerous purposes. ent info LEAs must update student information data if relevant information changes. LEAs must rmat update student grade levels annually. ion data Best practices for LEAs nee d to LEAs should submit all student information data elements following the enrollments of be students with new SSIDs. avail able, LEAs should submit updates to existing student information upon enrolling transferring and students, if applicable. how ofte n sho uld the data be upd ated ?

Benefits of Keeping student information data current in CALPADS: upd atin  Makes it easier to select the correct existing SSIDs for transferring students. g CAL  Ensures that LEAs have access to current data on students transferring to their districts, PAD thus helping the LEAs place new students in appropriate programs. S on  Helps resolve SSID anomalies. an ong  Minimizes workload during submission windows. oing o For example, if LEAs keeps students’ English learner acquisition statuses current basi in CALPADS, then the spring submission will require the LEAs simply to review s and certify the English Learner Acquisition Status reports.

When and Student information data are used: how are  In the fall to report official enrollment, dropout and graduate counts by subgroups. the data  In the fall to determine Title III eligible immigrant counts. use  In the spring for English language acquisition status counts and Title III eligible d? immigrant counts. CALPADS Data Guide 53 of 223 3/1/2012 v1.3 Data Management Division California Department of Education  At the end of the year to report program participation data by subgroups.  At the end of the year to determine Career Technical Education concentrators and completers.  Various times throughout the year for pre-identification of state assessments and for the reporting of assessment results in subgroups.  At the beginning of each month for direct certification.

What reports LEAs are required to certify the following reports related to student information data: mus t Submis- Census Snapshot Re- Name of Report LEA sion Day** Collection port s Window # certi Fall 1 Fall Fall Census 1.1 Enrollment – Primary Status by Subgroup fy Day – 1.6 Graduates and Dropouts by Subgroup and Mid-December 1.9 Completers and Dropouts – Count whe Spring 1 Spring March 2.1 Title III Eligible Immigrants – Count n? 2.8 English Language Acquisition Status – Count by Primary Language 2.9 English Language Acquisition Status – Census Comparison EOY* 1 None Mid-June – 3.14 Career Technical Education Mid-July Concentrators and Completers – Count by Pathway EOY 2 None Mid-June – 5.4 Homeless Students Enrolled Mid July EOY 3 None Mid-June – 7.1 Discipline Incidents - Count by Most Severe Mid July Offense 7.3 Discipline Actions - Count 7.4 Discipline Actions - Count by Offense 7.6 Discipline Actions - Persistently Dangerous Offense Expulsions *EOY = End of Year.

**Fall Census Day is the first Wednesday in October. Spring Census Day is March 1st, unless it falls on a weekend, in which case Spring Census Day is the first school day immediately prior to March 1st. The EOY submissions do not have a Census Day; data collected reflects activity throughout the reporting year.

Fall 1 certification reports on enrollment, graduates, completers, and dropouts are all reported by subgroup using student information such as race/ethnicity, Title III eligible immigrants, and English language acquisition status. Therefore, complete and up-to-date student information data are required for Fall 1.

Spring 1 certification reports require updated information on English language acquisition status and information related to Title III eligible immigrants.

EOY 1 certification reports on Career Technical Education require up-to-date student information data elements related to CTE.

EOY 2 certification reports for Homeless require Primary Residence Category Code must be updated each year.

EOY 3 certification reports related to disciplinary incidents and actions require updated information on general demographic information.

CALPADS Data Guide 55 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 2.1.3 Student Program – Eligibility and Participation

Introduction The student program data include information about students’ eligibility for or participation in specific state and federal programs. Generally, student eligibility data are used as a way to identify particular student accountability subgroups as required for state and federal reporting. For example, eligibility for the National School Lunch Program (NSLP) is used to determine the low socio-economic status subgroup. Student program participation data, on the other hand, are collected to meet specific state or federal requirements to report the number of students participating in specific programs. Thus, student participation data reflect whether given students actually participated in given particular programs.

Eligibility The following definitions should provide clarity regarding the differences between student vers program eligibility and student program participation. us parti Student Program Eligibility cipa tion Eligibility means that a given student has met all of the criteria to receive services for an education program; however, the student may not necessarily be receiving services.

Student Program Participation Participation means that a given student has met all of the criteria to receive services for an education program, and that student is receiving services.

CALPADS Data Guide 56 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 2.1.3 Student Program – Eligibility and Participation, Continued

Start and end Here are some guidelines regarding start and end dates for student program eligibility: date s for  Student eligibility for various programs should be reported with start and end dates prog by school of attendance. ram eligi  A student’s program eligibility start date does not need to be within the student’s bilit enrollment at a school. y  If a student’s eligibility for a program continues from one year to the next at the same LEA, the LEA does not have to enter an end date at the end of the school year (nor does the LEA need to enter a start date at the beginning of the next school year; that’s only necessary if the student transfers to a new school). There is one exception to this, which is NSLP eligibility (noted below).*  When a student transfers to another school, a new program record must be submitted indicating the student’s eligibility for the given program, and the program start date may be the student’s original eligibility start date. The student does not need to be exited from the program in the previous school.

NOTE: Though a given student’s eligibility for NSLP may in fact be “continuing” from one year to the next at the same LEA, the student’s eligibility for NSLP must “end” at the end of a school year (the LEA would enter this in the educational program membership end date field) and the student’s continued eligibility must be re-entered the following school year. The reason for this is: Per federal requirement, an LEA cannot retain NSLP eligibility data for more than one year, due to privacy reasons, and the LEA must thus re-determine NSLP program eligibility annually.

Start and end Here are some guidelines regarding start and end dates for student program participation: date s for  Student participation in various programs should be reported with start and end dates prog by school of attendance. ram parti  A student’s program participation start date must be within the student’s enrollment cipa period at a school. tion  If a student’s participation in a program continues from one year to the next at the same LEA, the LEA does not have to enter an end date at the end of the school year (nor does the LEA need to enter a start date at the beginning of the next school year).  When a student transfers to another school, a new program record must be submitted indicating the student’s participation in the given program with a new start date that is within the student’s start date at the new school. The student does not need to be exited from the program in the previous school.

Program Eligibility

Student Student eligibility for the following programs is collected to determine students’ eligi memberships in particular subgroups as required for reporting purposes. The CDE requests bilit student eligibility data. If an LEA does not have eligibility data, then the LEA should submit y student participation data for the given programs. Note that if program participation records mus are submitted for the following programs, they will be also be counted as “eligible.” t be repo NOTE: For the initial population of data in CALPADS, the CDE recognizes that LEAs may not rted always be able to determine the original eligibility start dates for all students. If these data are for unavailable, the date that should be used for a given student, for example, would be the first thes day that the student attended the given school. e prog Program Comment ram Gifted and Talented  Students identified as GATE-eligible. s Education (GATE)  Students do not need to be participating in a GATE program. 504 Accommodation  Students identified as eligible for receiving services provided per Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA). This is not the same as an Individualized Education Plan (IEP)  Students do not necessarily need to be participating in a 504 Accommodation program; they only need to be identified as eligible. Title I Part C Migrant LEAs should coordinate with their Migrant regions to:  Identify the students in their given LEAs who are eligible for the migrant program, in order to get the students’ student eligibility start dates, which are the most recent Qualifying Arrival Dates (QAD); and  Get the Migrant Identifiers for those students. Contact information for migrant education regional offices can be found on the Migrant Education Regional Offices Web page at http://www.cde.ca.gov/sp/me/mt/regions.asp.

(This table continues on the next page)

Student (This table is continued from the previous page.) eligi Program Comment bilit Free and Reduced- y  NSLP eligibility is used in combination with Parent Education Price Meal Program mus level to determine whether a given student is socio- (also referred to as the t be economically disadvantaged. National School Lunch repo  NSLP is a one-year designation. Program, or NSLP) rted  NSLP eligibility must be submitted annually. for  In addition to local processes for identifying students who thes are eligible for NSLP, LEAs should download the Direct e Certification file to identify students directly certified to prog participate in NSLP. ram s, NOTE: Specific local user access must be granted to LEA Cont staff to view these data. inue Special Education  LEAs should submit student eligibility for Special Education. d  Generally, the start date for eligibility is the start date of a given student’s Individualized Education Program (IEP). However:  The eligibility date should reflect the date that a given student became eligible for services for that specific primary disability. If a student’s primary disability changes, the record with the previous disability should be given an end date, and a new program record for the student should be submitted with the new date that the student became eligible for services for that primary disability.

NOTE: The CDE recognizes that LEAs may not be able to provide the original eligibility start dates for these students. If this date is unavailable, LEAs should provide the first day the student started attending the school.

CALPADS Data Guide 59 of 223 3/1/2012 v1.3 Data Management Division California Department of Education Student After enrolling students in CALPADS with new SSIDs, LEAs should follow the enrollments with prog submission of student program eligibility data. After enrolling transferring students, LEAs should ram follow the enrollments with updates to the students’ program eligibility data, if applicable. eligi bilit For the Fall 1 submission, LEAs must report initial student eligibility or must update existing y program eligibility for the specified programs. These data should be updated in CALPADS data on an ongoing basis, because they are used to create student subgroups reported in the sho Spring 1 and end-of-year submissions, and to report statewide assessment data. uld be upd ated in CAL PAD S on an ong oing basi s

Program Participation

Student Data on student participation in the following programs are collected to determine program parti participation counts for federal reports: cipa Federal Program Comment tion NCLB Title I Part A Basic mus  These data were formerly collected on the Targeted t be Consolidated Application (ConApp), Part II. repo  LEAs do not need to report students participating in rted NCLB Title I Part A Basic Schoolwide. for NOTE: CALPADS will not collect Title I Part A participation thes in schoolwide programs. The CDE knows which schools e are Title I Part A schoolwide participants; therefore, all fede students in those schools would be counted as participants. ral NCLB Title I Part A Student participation is derived from cumulative primary prog Schoolwide enrollment counts throughout the academic year (i.e., ram participation is not derived/collected through program s records). NCLB Title I Part A These data were formerly collected on the ConApp, Part II. Neglected NCLB Title I Part D  These data were formerly collected on the ConApp, Delinquent Part II.  Data are collected for Juvenile Court & Division of Justice Schools only.  Program participation counts for Juvenile Court and Division of Juvenile Justice schools are derived from taking a count of cumulative primary enrollment throughout the academic year (i.e., participation for these schools is not derived/collected through program records). NCLB Title I Part D  These data were formerly collected on the ConApp, Neglected Part II.  Program participation counts for Juvenile Court and Division of Juvenile Justice schools are derived from taking a count of cumulative primary enrollment throughout the academic year (i.e., participation for these schools is not derived/collected through program records).

(This table continues on the next page.)

Student (This table is continued from the previous page.) parti cipa Data on student participation in the following programs are collected to determine program tion participation counts for federal reports: mus Federal Program Comment t be NCLB Title I Part D At Risk repo  These data were formerly collected on the ConApp, rted Part II. for  Program participation counts for Juvenile Court and thes Division of Juvenile Justice schools are derived from e taking a count of cumulative primary enrollment fede throughout the academic year (i.e., participation for ral these schools is not derived/collected through program prog records). ram NCLB Title I Part D  These data were formerly collected on the ConApp, s, Juvenile Detention Part II. Cont  Program participation counts for Juvenile Court and inue Division of Juvenile Justice schools are derived from d taking a count of cumulative primary enrollment throughout the academic year (i.e., participation for these schools is not derived/collected through program records).

Student Data on student participation in the following programs are collected to determine program parti participation counts for state reports: cipa State Program Comment tion Opportunity Program These data were formerly collected in CBEDS. mus t be California Partnership These data were formerly collected in CBEDS and the repo Academy Partnership Academy report. rted California School-Age Counts of participants in this program are being used as for Families Education proxies for pregnant and parenting teen data that are thes (Cal-SAFE) required for federal Perkins reporting. e CAHSEE Intensive Reporting student participation in this program is optional. stat Instruction However: Students enrolled in given LEAs solely for the e purposes of participating in the CAHSEE Intensive Instruction prog program should be reported to CALPADS with enrollment ram statuses of “Receiving specialized services only,” so that the s students may be tracked for graduate and dropout purposes. Refer to the SSID and Enrollment Procedures document for information on this type of enrollment status.

Student After acquiring SSIDs in CALPADS, LEAs should follow the enrollments with submissions of prog student program participation data. After enrolling transferring students, LEAs should follow ram the enrollments with updates to the students’ program participation data, if applicable. parti cipa At the end of the school year, in the EOY 2 – Program Participation submission, LEAs must tion report all students who have participated—at any time during the year—in any of the infor programs. If these data are updated on an ongoing basis throughout the year as students mati start and end their participation in these programs, then the EOY 2 submission will only on require the LEAs to review and approve the certification reports generated by CALPADS. sho uld Please note that if program eligibility records are submitted for any of these programs, these be students will NOT be counted as participating. upd ated in CAL PAD S on an ong oing basi s

What reports LEAs are required to certify the following report related to program participation data: mus Submis- Census Snapshot Re- Name of Report t sion Day** Collection port LEA Window # s EOY* 2 None Mid-June – 5.1 Program Participants – Count certi Mid-July fy *EOY = End of Year. and whe **Fall Census Day is the first Wednesday in October. Spring Census Day is March 1st, n? unless it falls on a weekend, in which case Spring Census Day is the first school day immediately prior to March 1st. The EOY submissions do not have a Census Day; data collected reflects activity throughout the reporting year.

EOY 2 certification reports on program participants require updated information on student program participation data. Program participant data are also disaggregated into subgroups using student eligibility data. Therefore, all of the data for the student eligibility for and participation in programs are required as part of the EOY 2 – Program Participation submission. If the student information has been updated on an ongoing basis, then no updates for EOY 2 are required. Fall 1 certification reports on enrollment, graduates, completers and dropouts, as well as Spring 2 certification reports on English learners and immigrants, and EOY 1 reports on CTE concentrators, completers, and EOY 2 program participants, are all disaggregated into

CALPADS Data Guide 63 of 223 3/1/2012 v1.3 Data Management Division California Department of Education subgroups using student program eligibility data. Therefore, student eligibility data should be updated at the time of these submissions, as necessary.

What detailed LEAs have access to the following supporting reports that provide the detailed data that data make up the certification reports: will Report # Name of Report LEA 5.2 Program Participants – Title I Part A Basic Targeted Services s 5.3 Program Participants – Student List have to help the m certi fy the repo rts?

CALPADS Data Guide 64 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 2.1.4 Student Discipline

Introduction The student discipline data include suspension and expulsion of students.

What data Program staff must provide the following data for submission to CALPADS: mus t  Behavioral incidents (events). prog ram  Students involved in each incident. staff  The disciplinary action(s) taken per each incident. prov ide?  The duration of the disciplinary action(s) taken per student, per incident.  The incidents involving weapons.  Students deemed to be truants at least once during a given school year.

Suggestions To ensure that the required data have been collected in local systems, LEAs should record for the following information for each incident: getti ng  The students involved in each given incident. the data  The students suspended for each incident. right  The students expelled for each incident.  The students who received in-school suspensions for each incident.

CALPADS Data Guide 65 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 2.1.4 Student Discipline, Continued

Student The table below represents the student-related data elements associated with Student disc Discipline which may be submitted or updated online in CALPADS or though the Student iplin Discipline File. Technical staff should refer to the CALPADS File Specifications for a e complete list of the data elements required for submission of the Student Discipline File. data elem Field Data Element Comment ents # Public Name 4.13 Disciplinary  This is a unique identifier for each disciplinary incident Incident ID Local in a given academic year.  The identifier must be unique within the school for the academic year.  More than one student may be associated with an incident.  The reporting of disciplinary data by “incident” represents a change in federal reporting requirements. 4.14 Disciplinary This element reflects the date that an incident occurred. Incident Occurrence Date 4.15 Student Offense  This element reflects an offense committed by a given Code student.  All offenses committed by a student during one incident should be reported.  See the CALPADS Code Set, Student Offense. 4.16 Incident Most  This element reflects the most severe offense that Severe Offense was committed as part of an incident; this may or may Code not be an offense committed by a specific student whose record is being reported as associated with the incident.  See the CALPADS Code Set, Student Offense. 4.17 Weapon Category See the CALPADS Code Set, Weapon Category. Code 4.18 Incident See the CALPADS Code Set, Disciplinary Action Disciplinary Action Category. Taken Code 4.19 Disciplinary Action See the CALPADS Code Set, Disciplinary Action Authority Code Authority. 4.20 Incident See the CALPADS File Specifications for definition. Disciplinary Action Duration Days 4.21 Student See the CALPADS File Specifications for definition. Instructional Support Indicator 4.22 Expulsion See the CALPADS File Specifications for definition. Modification Category Code

Reporting by Federal reporting requirements have been modified to be based on “incidents.” Each incident incident may have multiple students involved, and each student may commit multiple offenses during a single incident. In order for the CDE to meet the federal reporting requirements, LEAs must report the following, for each incident:

 A unique identifier, which must be unique within an LEA or school for the academic year.  All students committing offenses.  Each offense that a given student committed as part of that incident.  Of all the offenses committed within an incident: Which offense is the most severe (this may or may not be an offense committed by a student being reported).

LEAs may determine which offense committed during an incident is the most severe. A general hierarchy of severity is as follows:

Severity-of-Offense Hierarchy: 1. Homicide. 2. Forcible rape. 3. Robbery/extortion. 4. Assault with a deadly weapon. 5. Battery. 6. Possession of a weapon. 7. Sexual offenses (other than forcible rape). 8. Sale or furnishing of drugs. 9. Possession of drugs for sale. 10. Possession/sale of alcohol. 11. Use of drugs/alcohol. 12. Possession of paraphernalia. 13. Destructive/explosive device (bomb threat included).

Note that hate crimes are not listed as an item on this hierarchy. If hate is found to be a motivating factor in any of the offenses listed above, it would be a factor that would increase the severity of the offense, thereby possibly modifying the hierarchy.

Only final The LEA is required to submit the final disciplinary action taken for each student in a disci specific incident. The final action may be the result of multiple offenses within one incident, plin and it may not necessarily be the same action that was initially recommended for the student. ary acti on

CALPADS Data Guide 68 of 223 3/1/2012 v1.3 Data Management Division California Department of Education mus t be repo rted

When do LEAs must report, at the end of the school year, in the EOY 3 submission, any and all stud students in the following categories: ent disc  All non Special Education K-12 students who were suspended (in school or out of iplin school for at least one entire school day) or expelled, due to the commission of a e student offense (per Education Code Sections 48900 & 48915) at any time during the data Report Period. nee d to  All special education students who committed a student offense regardless of the action be taken. avail  All students who committed a firearm offense (Student offense codes 100-102) able, regardless of the action taken. and how These data should be maintained locally as incidents occur. Student discipline and truancy ofte data, however, are not required to be submitted to CALPADS until the end of the year for all n incidents that occurred during the year. sho uld Best practices for LEAs the data Since it is not critical for discipline data to be maintained in CALPADS on an ongoing basis, be LEAs are to submit the Student Discipline File—for every student involved in a disciplinary upd incident—at the end of the year during the end-of-year snapshot collection window. ated ? After submitting the data, LEAs should review the certification reports. If necessary, LEAs may amend their data and resubmit the whole file. Since the Student Discipline File is processed as a replacement file by school year and school, the resubmitted file would simply replace the previously submitted file.

What reports LEAs are required to certify the following reports related to student discipline data: mus t Submis- Census Snapshot Re- Name of Report LEA sion Day Collection port s Window # certi EOY* 3 None** Mid-June – 7.1 Discipline Incidents – Count by Most fy Mid-July Severe and 7.3 Discipline Actions – Count whe 7.4 Discipline Actions – Count by Offense n? 7.6 Discipline Actions - Persistently Dangerous Offense Expulsions

*EOY = End of Year.

**The EOY submissions do not have a Census Day; data collected reflects activity throughout the reporting year.

What detailed LEAs have access to the following supporting reports that provide the detailed data that data make up the certification reports: will LEA Report # Name of Report s 7.2 Discipline Incidents – Student List have 7.5 Discipline Offenses – Student List to help the m certi fy the repo rts?

How were These data were previously collected in the ConApp, Part II, to meet federal reporting thes requirements. e data Federal reporting requirements have recently changed, and those changes are reflected in prev CALPADS. The primary change is the reporting of “disciplinary incidents.” This requires ious LEAs to assign disciplinary incident IDs that are numbers unique within each school. ly colle cted , and how has the colle ctio n cha nge d?

For more Below are some resources that LEAs may find useful: information  CDE information about Persistently Dangerous Schools: http://www.cde.ca.gov/ls/ss/se/uscoattch2.asp .  The CDE’s DataQuest Web site: http://dq.cde.ca.gov/dataquest .  The U.S. Department of Education Consolidated State Performance Report: http://www.ed.gov/admins/lead/account/consolidated/index.html .

CALPADS Data Guide 71 of 223 3/1/2012 v1.3 Data Management Division California Department of Education CALPADS Data Guide 72 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 2.1.5 Student Health

No reporting The student health data may be required in the future to meet federal reporting is requirements; however, no reporting will be conducted using these data at this time. requ ired for stud ent heal th data

CALPADS Data Guide 73 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 2.1.6 Student Waivers

Introduction The Student Waiver data are currently limited to information on:

 Students’ requests for CAHSEE waivers or exemptions.  The dispositions, or outcomes, of students’ requests for CAHSEE waivers.

Students request CAHSEE waivers through their local governing boards. The data related to these requests are collected to determine the counts of students who have applied for CAHSEE waivers, and, of those counts, the number of requests that have been granted, denied, and withdrawn.

Additionally, as of July 1, 2009, eligible students with disabilities are exempt from having to pass the CAHSEE as a requirement for graduation.

Student The table below represents a summary of the student-related data elements which may be waiv submitted online in CALPADS or though the Student Waiver File. Technical staff should er refer to the CALPADS File Specifications for a complete list of data elements required for data submission of the Student Waiver File. elem ents Field # Data Element Comment Public Name 6.13 Education This element specifies which waiver(s) or exemptions Regulatory a given student has applied for or has received. The Exemption Code only waivers or exemptions that are collected in CALPADS are:  CAHSEE Math Waiver.  CAHSEE English Language Arts (ELA) Waiver.  CAHSEE Exemption. 6.14 Education This element specifies what the outcome of a specific Regulatory waiver request is. The outcome code values are: Exemption  Granted. Outcome Code  Denied.  Withdrawn. 6.15 Education This element identifies the date of the outcome of a Regulatory specific waiver. Exemption Outcome Start Date

CALPADS Data Guide 74 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 2.1.6 Student Waivers, Continued

How will The student waiver data elements in CALPADS are used to generate aggregate reports that thes provide counts of students, by specific demographic elements, who possess any of the e following waivers or exemptions: data  CAHSEE Math Waiver. be use  CAHSEE ELA Waiver. d?  CAHSEE Exemption.

Counts in CALPADS are organized by:

 Waiver type (math or ELA).  Outcome (disposition) of the waivers.

Waiver and Exemption data will be used in conjunction with the subsequent academic year’s Fall 1 collection to determine students who were granted waivers or exemptions, and to determine their graduation statuses.

What reports LEAs are required to certify the following report related to student waiver data: mus t Submis- Census Snapshot Re- Name of Report LEA sion Day Collection port s Window # certi EOY* 4 None** Mid-June – 6.1 CAHSEE Waivers and Exemptions – fy Mid-July Count and whe *EOY = End of Year. n? **The EOY submissions do not have a Census Day; data collected reflects activity throughout the reporting year.

What detailed LEAs have access to the following supporting reports that provide the detailed data that data make up the certification reports: will LEA Report # Name of Report s 6.2 CAHSEE Waivers and Exemptions – Count Disaggregated have 6.3 CAHSEE Waivers and Exemptions – Student List to help the m certi fy the repo CALPADS Data Guide 75 of 223 3/1/2012 v1.3 Data Management Division California Department of Education rts?

When do The student waiver data should be maintained locally as waiver requests occur. These data, stud however, are not required to be submitted to CALPADS until the end of the year – for all ent waiver requests that occurred during the year. waiv er Best practices for LEAs data nee Since it is not critical for waiver data to be maintained in CALPADS on an ongoing basis, the d to simplest practice for LEAs would be to submit the Student Waiver File at the end of the year be during the end-of-year snapshot collection window, for all students who requested waivers avail during the year. able, and After submitting the data, LEAs should review the certification reports. If necessary, LEAs how may then amend their data and resubmit the whole file. Since the Student Waiver File is ofte processed as a replacement file by school year and school, the resubmitted file would n simply replace the previously submitted file. sho uld If a student’s completion status has changed, an LEA is encouraged to update the student’s the enrollment file (SENR) at this time as well, indicating the student’s completion status. data be upd ated ?

Who can Per Education Code Section 60851(c),* a student who meets all of the following criteria can appl apply for a CAHSEE waiver: y for the  Has an active Individualized Education Program. CAH  Has taken the English Language Arts or Mathematics portion(s) of the CAHSEE with SEE modifications. waiv ers?  Has received a modified passing score—on one portion or both portions of the CAHSEE —of 350 or better.  Is on target for meeting all other state and local graduation requirements.

*Education Code Section 60851(c): “The student left school after meeting all state and local high school graduation requirements and received a standard high school diploma as a result of obtaining a waiver for pupils with disabilities who have taken the high school exit examination with modifications that alter what the test measures and have received the equivalent of a passing score on one or both subject matter parts of the high school exit examination. The local governing board must approve waiver of the requirement to successfully pass one or both sections of the high school exit examination.”

Who is Per Education Code Section 60852.3(a): As of July 1, 2009, a given student with an eligi Individualized Education Program who has satisfied—or is on track to satisfy—all local ble graduation requirements, and who has taken but has not passed the CAHSEE, is eligible for CALPADS Data Guide 77 of 223 3/1/2012 v1.3 Data Management Division California Department of Education for a a CAHSEE exemption. CAH SEE Exe mpti on?

How is this These data are additionally collected as Student Exit/Completion Status Codes in the infor Student Enrollment (SENR) File: mati Code 106 – Grad, CAHSEE Mods & Waiver on addi Code 108 – Grad, CAHSEE Exemption tion ally Once the Student Waiver data collection has been successfully implemented, it is colle anticipated that the collection of these completion status codes will cease. cted ?

CALPADS Data Guide 79 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 2.2 Staff Data Overview

Contents The Staff Data section contains the following staff-related topics:

Topic See Page 2.2 Staff Data Overview 66 2.2.1 Staff Demographics 71 2.2.2 Job Classification and Non-Classroom Based Staff 76 Assignment

Groups of LEAs must submit data on certificated staff who are actively employed by the LEAs on staff Census Day. Certificated staff hired after Census Day are excluded from inclusion in the data staff data collection; do not include these staff in SDEM or SASS submissions. Each element of certificated staff data must be submitted with a Statewide Educator Identifier (SEID; the acronym is pronounced “seed”).

There are two groups of staff data that LEAs must maintain in their local systems for submission to CALPADS. Each group of staff data is submitted to CALPADS in separate files and may come from different local systems (the abbreviations next to each group name are the CALPADS file codes):

 Staff Demographics (SDEM) This group includes demographic information on certificated staff, including employment start and end dates, total years of service in the education field, and total years of service in the given LEAs.

 Staff Assignment (SASS) This group includes job classification information on all certificated staff, as well as job assignment information for certificated staff in non-classroom based assignments.

NOTE: Classroom-based or teacher assignment data are submitted in the Course Section Files. Information on Classroom-Based Staff Assignment can be found in the Course Data section of this guide.

Classified LEAs cannot submit classified employee data to CALPADS; CALPADS will not accept staff classified employee data. Classified staff data is collected via the CDE’s California Basic data Educational Data System/Online Reporting Application (CBEDS/ORA). may not be sub mitt ed to CAL PAD S CALPADS Data Guide 80 of 223 3/1/2012 v1.3 Data Management Division California Department of Education Continued on next page

CALPADS Data Guide 81 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 2.2 Staff Data Overview, Continued

A SEID is SEIDs are required for the submission of staff data to CALPADS. CALPADS will not accept requ staff records without SEIDs. Therefore, any educators who do not have SEIDS will not be ired included in data submission. The Commission on Teacher Credentialing (CTC) is to responsible for assigning and maintaining SEIDs. For more information on SEIDs, see the repo relevant section in Chapter 1 in this guide. rt staff data

Teaching or There are three categories of teaching or administrative staff that do not require credentials; adm therefore, staff in any of these categories (listed in the table below) may not in fact possess inist SEIDs, but they are encouraged to request SEIDs, as noted below. rativ e Category Comment staff Non-certificated Data related to non-certificated administrators at the levels of who Administrator assistant, deputy, associate superintendent, or higher have do been reported to CBEDS in the past. If these staff do not have not SEIDs, data related to these staff will not be maintained in requ CALPADS and will not be part of the LEAs’ official staff counts. ire cred Non-certificated administrators may receive SEIDs from the CTC by enti requesting Certificates of Clearance. Once they have SEIDs, these als staff will be included in the LEAs’ official data. and Non-certificated Data related to occupational therapists and psychometrists have who Other been reported to CBEDS in the past. If these staff do not have may SEIDs, data related to these staff will not be maintained in not CALPADS. have requ These “other” non-certificated staff may receive SEIDs from the este CTC by requesting Certificates of Clearance. Once they have d SEIDs, these staff will be included in the LEAs’ official data. SEI Charter School Data related to charter school non-certificated teachers who are Ds Non-certificated teaching non-core courses—as well as charter school non- Teacher or certificated administrators—who do not have SEIDs will not be Administrator maintained in CALPADS and will not be part of the LEAs’ official certificated staff counts.

Charter school non-certificated teachers or administrators may receive SEIDs from the CTC by requesting Certificates of Clearance. Once they have SEIDs, these staff will be included in the LEAs’ official data.

NOTE: In order to capture course completion data for students who are taking courses from charter school non-certificated teachers, LEAs may submit—in the course section file, for such teachers without SEIDs—a “9999999999.” For more information, see the section on Course Data in this guide. CALPADS Data Guide 82 of 223 3/1/2012 v1.3 Data Management Division California Department of Education Continued on next page

Teachers who LEAs may not know the SEIDs of teachers teaching course sections offered by their schools may if those teachers are employed by other entities. In these cases, the LEAs should enter have “9999999999” for the SEID in the course section record. This allows the course section to SEI be reported, but does not require Staff Demographic or Staff Assignment records for these Ds teachers. but who Courses that students are taking should be reported in both the course enrollment and are course completion files. Again, it is understood that sometimes it is not possible for staff not information in these courses to be reported (thus the usage of the SEIDs, in these cases, as emp “9999999999”). loye d by Category Comment the ROC/P courses  Regional Occupational Centers and Programs (ROC/Ps) cannot LEA submit data directly to CALPADS. ROC/Ps must submit their data s through the LEAs in which the students are primarily enrolled. repo  Course sections administered by ROC/Ps should be reported by rting the LEAs for both course enrollment and course completion. the  These course section records do require SEIDs; however, LEAs cour may not maintain SEIDs for teachers employed by ROC/Ps, and, in se some cases, these teachers are not required to have SEIDs. enro Therefore, to enable the submission of course section records for llme ROC/P course sections in these instances, LEAs must use nt “9999999999” for these SEIDs.  NOTE regarding these course sections: In the “CTE Course Section Provider Code” field, LEAs should enter the code value for “Regional Occupational Centers and Programs.” Courses taught  Course sections taught on college campuses by college faculty on college not employed by the LEAs should be reported by the LEAs for campuses by both course enrollment and course completion. college teachers  These course section records do require SEIDs; however, LEAs may not maintain SEIDs for teachers employed by colleges, and, in most cases, these teachers are not required to have SEIDs. Therefore, to enable the submission of course section records for course sections in these instances, LEAs must use “9999999999” for these SEIDs. Online courses  Course sections that are taught as online courses and are taught taught by by teachers who do not have SEIDs should be reported with teachers who do SEIDs of “9999999999.” not have SEIDs Courses taught  A course section taught by a teacher who is paid by an LEA other by teachers who than the LEA in which the course is taking place should be are paid by other reported with a SEID of “9999999999.” LEAs  The LEA that employs the teacher should submit the Staff Demographic and Staff Assignment records for the teacher.

Reporting It should be noted that Regional Occupational Centers and Programs (ROC/Ps) cannot ROC submit data directly to CALPADS. ROC/Ps must submit their data through the LEAs in /P which the students are primarily enrolled. Thus, it is incumbent upon these LEAs to obtain teac these data from the ROC/Ps. hers Course sections administered by ROC/Ps should be reported by the LEAs for both course enrollment and course completion. Course section records do require SEIDs, however, but LEAs do not maintain SEIDs for teachers employed by ROC/Ps – and, in some cases, these teachers are not required to have SEIDs. Therefore, to enable the submission of course section records for ROC/P course sections, LEAs must use “9999999999” for these SEIDs.

NOTE: In the “CTE Course Section Provider Code” field, LEAs should enter the code value for “Regional Occupational Centers and Programs.”

Staff LEAs should update the staff demographic data in CALPADS on an ongoing basis. There dem are no staff demographic certification reports; however, in order to submit staff assignment ogra data (non-classroom based or classroom based), individual staff demographic records must phic exist in CALPADS. Therefore, it is best to update CALPADS with staff demographic records data on an ongoing basis, as staff enter and leave employment within the LEAs. sho uld be upd ated in CAL PAD S on an ong oing basi s

Benefits of Keeping staff demographic data current in CALPADS: upd atin  Minimizes workload during submission windows. g For example, keeping staff demographic data current in CALPADS will facilitate the CAL o PAD certification of staff assignment data (classroom based and non-classroom based) S on in Fall 2 and EOY 1 submissions. an ong oing basi s CALPADS Data Guide 85 of 223 3/1/2012 v1.3 Data Management Division California Department of Education Continued on next page

What reports LEAs are required to certify the following reports related to staff data: must LEA Submis- Census Snapshot Re- Name of Report s sion Day Collection port certif Window # y Fall 2 Fall* Fall Census 4.1 Staff – Count and FTE by Job and Day – Classification whe Mid-December 2.5 English Learner Education Services – n? Unduplicated Count of Teachers** 3.4 NCLB Core Course Section Compliance – Count by Content Area** *Fall Census Day is the first Wednesday in October. **This report is created from course section data. See the section on Course Data in this guide.

CALPADS Data Guide 87 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 2.2.1 Staff Demographics

Introduction LEAs are required to submit demographic data on certificated staff and non-certificated staff with SEIDs who are actively employed by the LEAs.

Staff The following table lists the specific staff-related demographic data elements that LEAs dem must submit online in CALPADS or through the Staff Demographics File. Technical staff ogra should refer to the CALPADS File Specifications for a complete list of the data elements phic required to submit a Staff Demographics File. data Field # Data Element Comment elem Public Name ents 7.08 Statewide A valid SEID is required for the submission of staff Educator demographic data to CALPADS. Records without valid Identifier (SEID) SEIDs will not be accepted by CALPADS. The CTC is responsible for assigning and maintaining SEIDs. For information on SEIDS, refer to the CTC Web site at http://www.ctc.ca.gov. See the relevant section in Chapter 1 in this guide for methods regarding retrieving SEIDs. If a given staff member does not have a valid SEID, contact the CTC via e-mail at [email protected]. 7.09 Local Staff ID This is the LEA’s unique identifier assigned to a given staff member. 7.10-7.12 Staff Legal Name The staff member’s legal name (first, middle, last, suffix) (first, middle, last) should be used. 7.13-7.15 Staff Alias Name An alias name for a staff member may be submitted. (first, middle, last) 7.16 Staff Birth Date This element is used to validate the SEID. 7.17 Staff Gender This element is used to validate the SEID. Code 7.18 Staff Hispanic This is a “yes” or “no” response to the question, “Are you Ethnicity Hispanic?” This element reflects new federal Indicator requirements regarding how race/ethnicity information is collected. 7.19 Staff Ethnicity LEAs are required to report whether staff members’ Missing ethnicities are Hispanic. A response of “Y” for this data Indicator element indicates that a given staff member’s reported ethnicity indicator has been left blank intentionally. 7.20-7.24 Staff Race CALPADS will accept up to five races per staff member. Code See the CALPADS Code Set, Race Category, for race code values. 7.25 Staff Race LEAs are required to report staff members’ races. A Missing response of “Y” for this data element indicates that a Indicator given staff member’s reported race code fields have been left blank intentionally. (This table continues on the following page)

CALPADS Data Guide 88 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 2.2.1 Staff Demographics, Continued

Staff (This table is continued from the previous page) dem ogra Field # Data Element Comment phic Public Name data 7.26 Staff Highest This element represents the highest academic degree a elem Degree Code given staff member has earned. For clarification on the ents hierarchy that should be applied when using these , Degree Codes, see the matrix that follows this table (the Cont matrix is on the following page). inue 7.27 Staff This element represents a given staff member’s d Employment employment status. See the CALPADS Code Set, Status Code Employment Status Category, for code values. 7.28 Staff This element represents the first date that a given staff Employment member was employed by the LEA. Start Date 7.29 Staff This element represents the last date that a given staff Employment member was employed by the LEA. End Date 7.30 Staff Service This element represents the total number of years a Years LEA given staff member has worked in a certificated position in the LEA (at any school).

NOTE: If the total number of years worked is less than one year, a “1” must be entered in this field. 7.31 Staff Service This element represents the total number of years a Years Total given staff member has worked in a certificated position in any educational institution.

NOTE: If the total number of years worked is less than one year, a “1” must be entered in this field.

The following page contains a hierarchy that should be applied when using the “Staff Highest Degree Code” (Field # 7.26 listed in the table above).

Hierarchy for The following table lists the hierarchy that should be applied when using the data element the “Staff Highest Degree Code” (Field # 7.26 listed in the previous table in this section, 2.2.1). “Sta The hierarchical ranks are listed in the column at the right. ff High est Degr ee Cod e”

CALPADS Data Guide 90 of 223 3/1/2012 v1.3 Data Management Division California Department of Education Relative Rank (7=High, Degree Type Degree Description 0 = Low) Doctorate This is a doctoral degree. This may be a Ph.D., Ed.D., M.D., etc. The CDE refers to the degree in general terms as a “doctorate degree." 7 Special The Special Degree is used to indicate the completion of a Juris Doctor degree. 7 Master Plus 30 This is a master's degree plus 30 or more additional semester units. 6 Master The same applies to the master's degree as with the associate and bachelor's degrees. This may be an MA, MS, Master of Education, etc. The CDE refers to the degree in general terms as a “master's degree." 5 Fifth Year The Fifth Year within the BA (BS, Bachelor of Education, Bachelor of within BA Music, etc. are also applicable) is primarily used with out-of-state or out-of- country educators to indicate the completion of a minimum of 150 semester units of course work completed within the bachelor's degree program. Individuals who have completed the 150 semester units of course work within the bachelor's degree are considered to have completed the equivalent of the Fifth Year of Study. 4 Fifth Year The Fifth Year Induction is used to indicate that a given individual has Induction completed an induction program through an approved induction program sponsor. 4 Fifth Year This degree type is used primarily with out-of-state or out-of-country trained educators who have completed a minimum of 30 semester units of graduate level course work after the completion of the bachelor's degree and without being granted a master's degree. 4 Baccalaureate The Baccalaureate Plus 30 is a bachelor's degree plus 30 or more Plus 30 additional semester units. 3 Baccalaureate The same applies to the Baccalaureate as with the associate degree. This may be a BA, BS, Bachelor of Education, Bachelor of Music, etc. The CDE refers to the degree in general terms as a “bachelor's degree." 2 Associate This is an associate degree. The degree may be an AA, AS, AAS (Associate of Applied Sciences), or ASN (Associate of Science Nursing). The degree is indicated on the transcripts submitted by the applicant, and the exact degree will vary by institution. 1 None “None” means that there is no degree indicated on the transcripts submitted. 0

What staff Data associated with the following staff should be included in this submission: sho uld  Certificated employees employed in certificated positions in school districts, county be offices of education, charter schools, schools administered by the Department of incl Corrections, Division of Juvenile Justice, or State Special Schools. ude  University interns or district interns authorized by the Commission on Teacher d Credentialing and employed in certificated positions in school districts, county offices of in education, charter schools, schools administered by the Department of Corrections, this Division of Juvenile Justice, or State Special Schools. sub miss  Non-certified instructors who are employed in charter schools and who are providing ion? non-core, non-college prep instructional services, and who have SEIDs.  Non-certificated administrators in school districts or county offices of education working at the levels of assistant, deputy, associate superintendent, or higher, who have SEIDs.  Non-certificated administrators in charter schools, who have SEIDs.  Substitute teachers (long-term and short-term) as defined by the individual districts.  Itinerant teachers teaching at multiple sites within a district. Itinerant teachers may or may not be in the master schedule at a site.  “Pull-out/push-in” teachers, also known as “resource teachers,” teaching at multiple sites or at one site. Generally, these teachers are not in the master schedule.  Individuals on provisional internship permits, short-term staff permits, or teacher/emergency permits.

What staff Data associated with the following staff should not be included in this submission: sho uld  Certificated employees in adult education or preschools*. not  Certificated employees in before- or after-school child care programs that do not include be instructional programs designed to meet requirements for promotion or grade-level incl standards. ude d  Staff who are not employed directly by the charter schools and who provide instructional in services to charter school students. this  Classified employees in non-certificated positions below the level of assistant, deputy, or sub associate superintendent. miss ion? *If a given certificated employee in a preschool has a SEID, the staff may be included (it’s optional).

When should Staff demographic data should be updated at the start of the school year, in order to get thes ready for the Fall 2 submission of staff demographic data to CALPADS. Staff demographic e data must also be updated for the EOY 1 – Course Completion submission, in order for data CALPADS to capture information on any new teachers who have started employment in be given LEAs after the Fall Census Day. upd ated Best practices for LEAs in local LEAs should maintain staff demographic data on an ongoing basis, as staff leave and enter syst employment with the given LEAs. If data are maintained on an ongoing basis, minimal ems updates are required in the fall or at the end-of-year submission. ?

What reports LEAs are not required to certify any specific reports related to staff demographic mus information. However, a staff demographic record must exist in CALPADS for any staff t reported with a non-classroom based assignment. Therefore, staff demographic information LEA should be up-to-date for the Fall 2 submission when staff assignment and course enrollment s data are submitted, and for the EOY 1 submission when course completion data are certi submitted. While there are no certification reports for staff demographic data, LEAs may fy view the following report if they wish: and whe Report # Name of Report n? 4.4 Staff Profile – List  This report lists all staff demographic information for individual staff members.

Staff demographic data may also be used as a filter when viewing the following reports:

Report # Name of Report 4.2 Staff – Count and FTE by Job Classification – Disaggregated 4.3 Staff Teaching Assignments – Detail 4.5 Staff Non-Classroom Based or Support Assignment – Detail

What state Federal reports created from the Staff Demographic data include: and fede  Staff FTE (through the Education Data Exchange Network [EDEN]). ral repo State reports created from the Staff Demographic data include: rts are  Staffing reports on the CDE’s DataQuest Web site: http://dq.cde.ca.gov/dataquest. crea ted o For example, Staff by Ethnicity/Race. from staff dem

CALPADS Data Guide 93 of 223 3/1/2012 v1.3 Data Management Division California Department of Education ogra phic data ?

CALPADS Data Guide 94 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 2.2.2 Job Classification and Non-Classroom Based Staff Assignment

Introduction LEAs are required to submit the following information in the Staff Assignment File (SASS):

 Job classifications for all certificated staff.  Non-classroom based staff assignments (e.g., administration, pupil services, or non-instruction-related assignments).

Job classifications include whether a certificated staff member is a teacher, an administrator, or is providing pupil services. For more details, see the table that follows—in the Job classification and non-classroom based staff assignment data elements subheading—and refer to the comments box for Field # 8.13.

Note that course section assignments for teachers are not reported in the Staff Assignment File and are reported in the Course Section File. However: Assignments for teachers who only have non-classroom based assignments should only be reported in the Staff Assignment File and not in the Course Section File.

LEAs must also report non-classroom based assignment data for certificated staff who are actively employed by the LEAs.

LEAs may not submit classified employee data to CALPADS.

What is a A non-classroom based or support assignment is an assignment that does not involve the “no instruction of students. n- clas Pull-out/push-in instruction is not considered a non-classroom based or support assignment, sroo because it involves the instruction of students. m base d” or “sup port ” assi gnm ent?

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Job The table below lists the specific job classification and non-classroom based staff assignment clas data elements that LEAs must submit to CALPADS (either online in CALPADS or through sific the Staff Assignment File). Technical staff should refer to the CALPADS File Specifications atio for a complete list of data elements required to submit the Staff Assignment File. n and NOTE: Teaching assignments (courses that teachers are assigned to teach) are not collected non- separately by teacher. Rather, these assignments are collected by course section through the clas Course Section File. Refer to the Course sections in Chapter 2 of this guide for further sroo information. m base Field # Data Element Comment d Public Name staff 8.05 School of Staff assigned to the district office should report the assi Assignment 7-digit county-district code for the reporting LEA. gnm 8.07 SEID A valid SEID is required for the submission of staff ent (Statewide data to CALPADS. Records without valid SEIDs will data Educator not be accepted by CALPADS. The CTC is elem Identifier) responsible for assigning and maintaining SEIDS. ents For information on SEIDS, refer to the CTC Web site at http://www.ctc.ca.gov. See the relevant section in Chapter 1 in this guide for methods regarding retrieving SEIDs. If a given staff member does not have a valid SEID, contact the CTC via e-mail at [email protected]. 8.13 Staff Job Job Classification code values include: Classification  Administrator. Code  Pupil Services.  Teacher.  Non-certificated Administrator.  Charter School Non-certificated Teacher.  Itinerant Teacher/Pull-Out/Push-In Teacher (Resource Teacher).

NOTE 1: If a teacher can be classified in both the Teacher and Itinerant or Pull-out/Push-in Teacher classifications, the Itinerant or Pull-out/Push-in Teacher classification should be used.

NOTE 2: If a teacher has Non-Classroom Based Staff Assignments as well as regular teaching assignments, both the Classroom and Non- Classroom Based Assignments must be reported with the corresponding Job Classification code. (This table continues on the following page.)

Job (This table is continued from the previous page.) clas sific Field # Data Element Comment atio Public Name n 8.14 Staff Job For each staff member reported, LEAs must report and Classification the percentage of full-time equivalency spent in each non- FTE job classification, by school. clas Percentage sroo NOTE: This represents a reporting change. Previously, m LEAs reported FTE percentage by job assignment. In base addition, the sum of the FTE percentage by job d classification for each staff member cannot exceed staff 200%. assi 8.15-8.21 Staff Non- LEAs must report all non-classroom based job gnm Classroom assignments that each staff member has; up to 7 ent Based Job different assignments per job classification may be data Assignment submitted. elem ents If a teacher's assignment does not involve the , instruction of students (e.g., a teacher on special Cont assignment doing curriculum development), the LEA inue should only report a non-classroom based or support d assignment for that teacher in the Staff Assignment file. It is not necessary to submit a Course Section record for a teacher whose assignment does not involve the instruction of students.

NOTE: Refer to the CALPADS Valid Code Combinations document for valid non-classroom based job assignment/job classification combinations. (The document can be found on the CALPADS System Documentation Web page at http://www.cde.ca.gov/ds/sp/cl/systemdocs.asp.)

Job LEAs must report the percentages of time spent in each job classification, by school. For clas example: sific atio If ... Then ... n  All of the staff time is devoted to  Report 100% to the job FTE the job classification of classification of “Administrator.” perc “Administrator,” enta  All of the staff time is devoted to  Report 100% to the job ge teaching, classification of “Teacher.”  Half of the staff time is devoted to  Report 50% to the job administration, and: classification of “Administrator”  The other half of the time is and 50% to the job classification of devoted to teaching, “Teacher.”

NOTE: The reporting of FTE by classification represents a reporting change. FTE will only be reported by job classification and not by assignment. In addition, the sum of the FTE percentage by job classification for each staff member cannot exceed 200%.

When should Staff assignment data are submitted once a year, in the fall. LEAs do not need to update thes staff assignment data on an ongoing basis during the year. Staff assignment data should e reflect assignments as of Fall Census Day. data be upd ated in local syst ems ?

What reports LEAs are required to certify the following report related to job classification data: mus t Submis- Census Snapshot Re- Name of Report LEA sion Day Collection port s Window # certi Fall 2 Fall* Fall Census 4.1 Staff – Count and FTE by Job fy Day – Classification and Mid-December whe n? *Fall Census Day is the first Wednesday in October.

What detailed LEAs have access to the following supporting reports that provide the detailed data that data make up the Staff Count and FTE by Job Classification certification reports: will LEA Report # Name of Report s 4.2 Staff – Count and FTE by Job Classification Disaggregated have 4.4 Staff Profile – List to help While there is not a non-classroom based or teaching assignment certification report, LEAs the do have access to detailed data on non-classroom based and classroom-based teaching m assignments (see the table below). There is also an NCLB Core Course Section Compliance certi Certification report. For more details, see the relevant section in Chapter 2, Data Groups, in fy this guide. the repo Report # Name of Report rts? 4.3 Staff Teaching Assignments – Detail 4.5 Staff Non-Classroom Based or Support Assignment – Detail

What state State reports created from the Staff Assignment – Non-Classroom Based data include: repo rts  Staffing reports on the CDE’s DataQuest Web site at http://dq.cde.ca.gov/dataquest. are For example, Number of Pupil Services by Type. crea o ted from NOTE: There are no federal reports that collect data on staff assignments that are staff non-classroom based. assi gnm ent – non- clas sroo m bas ed data ?

CALPADS Data Guide 99 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 2.3 Course Data Overview

Contents The Course Data section contains the following course-related topics:

Topic See Page 2.3 Course Data Overview 81 2.3.1 Course Content 85 2.3.2 Class Size 89 2.3.3 Course Section Teacher Assignments and Highly 90 Qualified Teacher Status 2.3.4 Course Characteristics 94 2.3.5 Course Enrollment and Completion 99

Areas of There are five areas of course data that LEAs must maintain locally in order to submit to cour CALPADS. These data are submitted in the Course Section and Student Course Section se Files. data  Course Content The area of course content includes the subject areas being covered by courses as identified by local course names and local course IDs that have been mapped to standard state course codes, state course descriptions, and content areas.  Class Size Certain data elements are used to determine how groups of students form physical “classes,” regardless of course content. These data are used to determine average class sizes and student-to-teacher ratios.  Course Section Teacher Assignments and Highly Qualified Teacher Status Specific data elements identify the teachers teaching given course sections and whether those teachers are highly qualified to teach those course sections.  Course Characteristics Course characteristics include:

o Information about how given courses are delivered. o Services that may be provided in given courses. o Characteristics about given courses related to specific programs.

 Course Enrollment and Completion Course enrollment and completion data provide information about individual student enrollment in courses and individual student completion of departmentalized courses in grades 7-12.

CALPADS Data Guide 100 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 2.3 Course Data Overview, Continued

Course files Course data are submitted to CALPADS in two files. Within each of these files, there are two types of records that are submitted (the abbreviations next to each file name are the category names for the types of records being submitted) :

 Course Section File (CRSE and CRSC) o CRSE indicates that course section enrollment data are being submitted in the file. o CRSC indicates that course section completion data are being submitted in the file.

 Student Course Section File (SCSE and SCSC) o SCSE indicates that student course section enrollment data are being submitted in the file. o SCSC indicates that student course section completion data are being submitted in the file.

The table below describes this information a little bit simpler.

CALPADS File Name Types of Records Submitted With Each File Course Section File  CRSE (course section enrollment).  CRSC (course section completion). Student Course Section File  SCSE (student course section enrollment).  SCSC (student course section completion).

Which LEA In order to ensure that course data are complete and to avoid any last-minute rework, the staff following LEA staff should be involved in collecting and maintaining course information in nee their local systems: d to be  Staff involved in curriculum development and approval of the courses of study or course invo catalogs. lved in  Staff responsible for creating the schedule or master schedules for the school years. mai  Staff involved in enrolling students in classes. ntai ning  Program staff associated with: cour o Developing curriculum specific to their programs. se infor o Monitoring HQT and teacher assignments. mati o Ensuring that English learners receive services. on? o Career Technical Education, including technical preparation courses. o California Partnership Academies. o Special education. o Independent study. o Distance learning (Online learning). o Home and hospital. o Monitoring class size.

When should LEAs should update course data when they are preparing master schedules for the coming thes school year. e data Collecting and updating the required information about courses requires coordination with be multiple program staff within the LEAs. LEAs should start reviewing course data information upd as they are preparing their master schedules for the coming school year. ated in local syst ems ?

What reports LEAs are required to certify the following reports related to course data: must LEA Submis- Census Snapshot Re- Name of Report s sion Day** Collection port certif Window # y Fall 2 Fall Fall Census 3.4 NCLB Core Course Section and Day – Compliance – Count by Content Area whe Mid-December 3.6 Course Section Enrollment – Count by n? Content Area 2.4 English Learner Education Services – Student Count Unduplicated 2.5 English Learner Education Services – Unduplicated Count of Teachers Providing EL Services EOY* 1 None Mid-June – 3.9 Course Sections Completed – Count Mid-July by Content Area for Departmentalized Courses 3.12 Career Technical Education Participants – Count Disaggregated

*EOY = End of Year.

**Fall Census Day is the first Wednesday in October. The EOY submissions do not have a Census Day; data collected reflects activity throughout the reporting year.

CALPADS Data Guide 103 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 2.3.1 Course Content

Introduction The course content data include the subjects being covered by courses as identified by local course names and local course IDs that have been mapped to standard state course codes.

These data are submitted in both the Course Section and Student Course Section Files.

Course The following data elements identify course content: cont ent Field # Data Element Comment data Public Name elem 9.07 CRS-State The State Course Code represents a general subject ents Course Code area. Generally, different local courses may map into (formerly the same state course code. known as the CBEDS NOTE: For help in ensuring that this field is accurate Assignment when submitted, refer to the paragraphs further in this Code) section under the heading “When mapping local course codes to state codes…” 9.08 CRS-Local This element represents a given LEA’s code for a Course ID specific course. 9.09 CRS-Course This element reflects the local name of a given Name (local) course. 9.14 Course LEAs may offer more than one section of a local Section ID course. For example, Algebra I may be offered multiple times in a given day. The Course Section ID reflects one instance of a given local course, and it should be unique by school, academic year, and academic term. 9.13 CRS-UC CSU This element indicates whether a given course meets Approved one or more of the A-G admission requirements. Indicator NOTE: Refer to the CALPADS Valid Code Combinations document for a list of courses likely to meet UC/CSU admission requirements. (The document can be found on the CALPADS System Documentation Web page at http://www.cde.ca.gov/ds/sp/cl/systemdocs.asp. In the document, see the Course Group Master Combos tab.) 9.19 Course This code represents a given course that is being Section taught at a non-standard instructional level. Instructional The coded values include: Level Code  Remedial.  Gifted and Talented.  Honors – UC Certified.  Honors – Non-UC Certified.  College.

CALPADS Data Guide 104 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 2.3.1 Course Content, Continued

What reports LEAs are required to certify the following report related to course content data: mus t Submis- Census Snapshot Re- Name of Report LEA sion Day* Collection port s Window # certi Fall 2 Fall Fall Census 3.6 Course Section Enrollment – Count by fy Day – Content Area and Mid-December  This report shows—by school and whe by content area—the State Course n? Codes and descriptions, the Local Course IDs and names, the numbers of course sections, and the total number of students enrolled.

NOTE: Refer to the CALPADS Valid Code Combinations document (see the Course Group Master Combos tab) for a list of state course codes and their associated content areas. (The document can be found on the CALPADS System Documentation Web page at http://www.cde.ca.gov/ds/sp/cl/systemdocs.asp )

What detailed LEAs have access to the following supporting reports that provide the detailed data that data make up the certification reports: will LEA Report # Name of Report s 3.7 Course Section Enrollment – Count and Details have 3.8 Course Section Enrollment – Student List to 3.9 Course Sections Completed – Count by Content Area for help Departmentalized Courses the m certi fy the repo rts?

When LEAs must map local courses to state course codes based on the course content, not the map course names. It is critical that staff familiar with course curriculum participate in this task. ping Appropriate staff should review the descriptions of the local courses as well as the state local course code descriptions. Descriptions of the state courses can be found on the CBEDS cour Assignment Codes Definition Web page at http://www.cde.ca.gov/ds/sd/cb/subjects.asp. se cod Accurate assignment/association/selection of the state course codes for each course is es essential, because the state course codes are used in the tallying of students enrolled in to selected high school courses, such as Algebra 1 or Chemistry. The codes are also used in stat other course enrollment counts. e cod es…

Course An LEA should take care to create and designate different courses and course sections to sect represent different content, even when the students from those different courses/course ions sections are actually and physically being taught at the same time by a single teacher in the vers same class. us clas Example 1: ses Latin 1 and Latin 2 may be taught by the same teacher, at the same time, and in the same classroom: Some of the students are receiving Latin 1 content and are enrolled in “Latin 1” with a given course section ID, and other students are receiving Latin 2 content and are enrolled in “Latin 2” with a different course section ID. All students, however, would be enrolled in the same “class” with the same “class ID.”

Example 2: A given class includes subject matter that is both AP and non-AP. Two separate course sections should be created: One for the AP students, and another for the non-AP students. Both records will have the same class ID; each record will have a different course section ID.

A list of state For a list of state course codes (formerly CBEDS assignment codes): cour se Refer to: Which can be found here: cod The CALPADS Code Sets, Course http://www.cde.ca.gov/ds/sp/cl/systemdocs.asp es is Group State. avail able on the CAL PAD S Web site CALPADS Data Guide 106 of 223 3/1/2012 v1.3 Data Management Division California Department of Education Class and For courses delivered via independent study: Class ID and Course Section ID become cour irrelevant. However, submittal of these fields is required. Thus, for independent study: se secti  Course sections should represent the content being taught by grade ons (for example, 7th grade English or 9th grade algebra). for Class ID should represent all of the students who are receiving the same set of content from inde the same teacher or teachers. pen dent stud y

“Missing” There are many CBEDS codes that are no longer in the CALPADS Code Sets. The CBE following bulleted list provides some clarification on why these codes have been deleted, as DS well as guidance on how to map now-deleted codes to the new CALPADS code sets. A list cod of the actual CBEDS code numbers that have been deleted—along with mapping to the es new, appropriate CALPADS codes that replace them—is available on the CALPADS system documentation Web page at http://www.cde.ca.gov/ds/sp/cl/systemdocs.asp (the document is entitled CBEDS Assignment/Course Code Mapping).

 Self-contained Classes by Grade or Combinations of Grades The grade level of the students in a given self-contained class can be determined from the Student Information record; therefore, it is not necessary to have codes for self- contained classes by grade.

 Special Education If a given class is a special day class, the LEA should select the “self-contained” code and select the “special education” instructional strategy. If the class is a departmentalized special education class, the LEA should select the specific content area being taught and then select the “special education” instructional strategy.

 Support Teaching Assignments (Resource Specialist Program [RSP] Teachers) In the case of support teaching assignments, a given teacher should be given an educational service job classification of “itinerant or pull-out/push-in;” then, in the course section record, the State Course Code should be “3020” (Consultation/Support – elementary or secondary). If the assignment is specific to students in special education, then the “special education” instructional strategy should be selected in the course section record as well. NOTE: Student course enrollment records are NOT required for itinerant or pull-out/push-in teaching assignments. Additionally, these assignments are not subject to Highly Qualified Teacher reporting requirements. These course sections should be flagged as “Not Core” in Field 9.11.

 Itinerant Teaching Assignments In the case of itinerant teaching assignments, a given teacher should be given an educational service job classification of “itinerant or pull-out/push-in;” then, depending on whether the instructor is providing departmentalized instruction (e.g., band) or support instruction, the LEA would either create a course section for the specific content area in which the teacher is teaching, or use a State Course Code of “3020” (Consultation/Support – elementary or secondary). If the assignment is specific to students in special education, then the “special education” instructional strategy should be selected in the course section record as well. NOTE: Student course enrollment records are NOT required for itinerant or pull-out/push-in teaching assignments.

 Independent Study See Section 2.3.5, Course Enrollment and Completion, for information related to independent study courses.

CALPADS Data Guide 108 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 2.3.2 Class Size

Introduction The class size related data elements are used to determine how groups of students form physical “classes,” regardless of course content. These data are used to provide information on class sizes. Note that for independent study, class size is irrelevant, and courses offered via independent study are not included in any of the class size calculations.

Class size The following singular data element is used to determine class size: data Field # Data Element Comment elem Public Name ent 9.18 Class ID The Class ID data element allows multiple course sections to be counted as one class for class size analysis and enrollment reporting (see the CALPADS File Specifications for the definition of a class).

For example: A school offers a local course titled “Ceramics 1,” with a course section ID of 101. The school offers another course titled “Ceramics 2,” with a course section ID of 102. Both course sections are taught in the 4th period by Mr. Smith in Room 12 during the first semester. Mr. Smith’s 4th period class is given “119” as a unique class identifier. Both course sections 101 and 102 would be associated with a class ID of 119. The unique class ID links these two course sections to one class for purposes of tallying the class size for the class held in 4th period by Mr. Smith in the first semester.

What reports LEAs are not required to certify any reports related to class size for Fall 2. However LEAs mus have access to supporting reports for other Fall 2 certification reports. – See below. t Fall Census Day is the first Wednesday in October. LEA s certi fy and whe n?

What detailed LEAs have access to the following supporting reports that provide the detailed data that data make up other Fall 2 certification reports: will Report # Name of Report LEA 3.1 Class Size – by Content Area s have 3.2 Class Enrollment – by Content Area to 3.3 Class Enrollment – Student List CALPADS Data Guide 109 of 223 3/1/2012 v1.3 Data Management Division California Department of Education help the m certi fy othe r Fall 2 repo rts?

CALPADS Data Guide 110 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 2.3.3 Course Section Teacher Assignments and Highly Qualified Teacher Status

Introduction Specific data elements in the Course Section File identify teachers teaching course sections and whether those teachers are highly qualified to teach the given course sections. See the relevant section in Chapter 3, Program and Reporting Areas, in this guide for a full explanation of how these elements are used for HQT reporting and what reports must be certified.

Teacher The data elements related to course section teacher assignments include: assi Field # Data Element Comment gnm Public Name ent 9.16 SEID For each course section, LEAs must provide a valid SEID for data (Statewide the teacher teaching the given course section. For more elem Educator information about SEIDs, see the relevant section in Chapter 1 ents Identifier) of this guide. LEAs may also refer to the CTC Web site at http://www.ctc.ca.gov. If a given staff member does not have a valid SEID, LEAs should contact the CTC via e-mail at [email protected]. 9.17 Local Staff ID This element is a unique identifier assigned to a staff member by the LEA. This element is used for local reference only. 9.07 CRS-State Accurate mapping of a given local course to the State Course Course Code Code is important, because CALTIDES will determine whether teachers are appropriately assigned based on their credentials and the State Course Code. 9.25 Multiple The code values for this data element are (see the CALPADS Teacher Code Code Set, Multiple Teacher Instruction Strategy Category):  Team teaching.  Job sharing. For course sections that are team taught or shared, LEAs should provide a SEID for each teacher. 9.11 CRS-NLCB This code specifies whether a given course section is an NCLB Core Course core course, and, if it is, whether it is at the elementary or Instructional secondary level. This element is required to determine whether Level Code information on a given teacher’s HQT status must be submitted. If a course is an NCLB core course, the LEA must report how the teacher meets HQT requirements. See the CALPADS Valid Code Combinations document (Course Master Combos tab) to view courses and whether the courses are or are not likely to be core.

(This table continues on the following page.)

CALPADS Data Guide 111 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 2.3.3 Course Section Teacher Assignments and Highly Qualified Teacher Status, Continued

Teacher (This table is continued from the previous page.) assi Field # Data Element Comment gnm Public Name ent 9.28 HQT For all teachers teaching NCLB core course sections, LEAs data Competency must indicate whether the teachers are highly qualified to teach elem Code the courses, and by which of the following options (see the ents CALPADS Code Set, Content Area Competency Category): ,  Exam. Cont  Coursework. inue  Advanced Certification. d  High Objective Uniform State Standard of Evaluation (HOUSSE).  Verification Process for Special Settings (VPSS).  None. See the Highly Qualified Teachers section in Chapter 3, Program and Reporting Areas, in this guide for a full explanation of the data elements required for HQT reporting.

What reports LEAs are not required to certify any specific teacher assignment reports. LEAs are, mus however, required to certify the following Highly Qualified Teacher report: t Submis- Census Snapshot Re- Name of Report LEA sion Day* Collection port s Window # certi Fall 2 Fall Fall Census 3.4 NCLB Core Course Section fy Day – Compliance – Count by Content and Mid-December Area whe n? *Fall Census Day is the first Wednesday in October.

See the Highly Qualified Teachers section in Chapter 3, Program and Reporting Areas, in this guide, for more information on how course data are used to create NCLB reports.

What detailed While there are no certification reports specifically for teacher assignment data, LEAs may data view the following report if they wish: will Report # Name of Report LEA 4.3 Staff Teaching Assignments – Detail s have to help the m certi fy CALPADS Data Guide 112 of 223 3/1/2012 v1.3 Data Management Division California Department of Education the repo rts?

Multiple Job sharing and team teaching are handled through the Course Section record in a data teac element named Multiple Teacher Code. When a given class is reported as having multiple her teachers assigned, the CALPADS system requires the reporting of more than one course assi section record. The CALPADS system will produce errors if only one record is reported in gnm this situation. ents (job For multiple teacher assignments, districts must submit course section records for all shar teachers involved in the multiple teacher assignments. In these situations: ing and  The Class ID should be the same in all course section records. tea m  Each Course Section record will reflect the SEID of one of the teachers participating in teac the multiple teacher assignment. hing  The multiple teacher code in all records should reflect the appropriate multiple teacher ) assignment type (in the Multiple Teacher Code data element).

A SEID is A SEID is required for each course section record except in the following cases: requ ired  Non-credentialed teachers teaching non-core courses in charter schools. for each  Teachers teaching course sections administered by Regional Occupational Centers or cour Programs. se  College professors teaching college courses to K–12 students for high school or college secti credit. on reco  Teachers employed by another LEA (Staff Demographic and Assignment records for rd these teachers should be reported by the employing LEA). exce  Teachers employed by a Nonpublic Nonsectarian Certified school (NPS). pt in thes  Teachers employed by the private sector. e case In any of these cases, a “9999999999” must be used in the “SEID” field in the course s section record.

Staff demographic and staff assignment records for these teachers should be reported by the employing LEA.

HQT LEAs should report specific course assignments for independent study teachers for the Rep purposes of HQT reporting. Please note that the course codes used for CBEDS reporting ortin that were specific to independent study assignments are not in the CALPADS Course g for Group State Codes. See the Course Enrollment and Completion section further in this inde chapter for more information on how to code independent study courses. pen dent Elementary Level stud Assignments for elementary independent study teachers can be done in the same manner y as elementary self-contained assignments. teac hers Secondary Level In the cases of secondary independent study classes, LEAs should establish separate course sections for each of the subject areas being taught. The local course names and codes for each course section will be different. For each course section created, the Content Area Competency Category Code (the method by which the teacher has met HQT requirements) should be indicated for each area of content that the teacher is teaching.

If an LEA does not create separate course sections for each subject taught through independent study, and instead chooses to submit one self-contained course section, the teacher may be designated as meeting HQT requirements only if the teacher meets HQT requirements for all of the NCLB core subject areas. If the teacher does not meet HQT requirements for all of the NCLB core subject areas, the LEA must report the teacher as not highly qualified.

HQT reporting In the cases of secondary self-contained classes, LEAs should establish separate course for sections for each of the subject areas being taught within those classes. The local course teac names and codes for each course section will be different, but the course sections will be hers associated with the same class. For each course section created, the Content Area teac Competency Code (the method by which the teacher has met HQT requirements) should be hing provided for the teacher teaching the course section. For more details on HQT, see the NCL Highly Qualified Teachers section in Chapter 3 of this guide. B core If an LEA does not create separate course sections for each subject taught and instead subj chooses to submit one self-contained course section, the teacher may be designated as ects meeting HQT requirements only if the teacher meets HQT requirements for all of the NCLB withi core subject areas. If the teacher does not meet HQT requirements for all of the NCLB core n subject areas, the LEA must report the teacher as not highly qualified. seco ndar y self- cont aine d clas CALPADS Data Guide 115 of 223 3/1/2012 v1.3 Data Management Division California Department of Education ses

Substitute LEAs should report long-term and short-term substitute teachers teaching on Census Day in teac course sections for which the LEAs do not have permanent teachers. If the LEAs expect the hers given permanent teachers to return by October 31, the LEAs should report the SEIDs of the permanent teachers in the course section records.

CALPADS Data Guide 116 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 2.3.4 Course Characteristics

Introduction Course characteristics include information about:

 Services provided in given course sections.  How course sections are delivered.  Characteristics of given course sections related to specific programs.

Some of these course characteristics were previously embedded in former versions of the CBEDS assignment codes. In CALPADS, these characteristics have been broken out into separate data elements to allow for more flexibility and to remove some of the limitations that were associated with the CBEDS assignment codes. For example, an LEA may now indicate that any given course is being taught through independent study, rather than have to use a specific course code that designates the independent study course.

Course The following course characteristics data elements are used for CTE reporting. See the char Career Technical Education section in Chapter 3, Program and Reporting Areas, in this acte guide for a full explanation of how these elements are used and what reports must be risti certified. cs data Field # Data Element Comment elem Public Name ents 9.07 CRS-State State Course Codes (formerly known as CBEDS relat Course Code Assignment Codes) in the 4000 and 5000 series are CTE ed courses. Students completing these courses are to considered CTE participants for federal Perkins reporting Care purposes. See the Career Technical Education section er in Chapter 3, Program and Reporting Areas, in this Tec guide for a full explanation. hnic 9.10 CRS-Course CTE Pathways often include courses that do not map to al Content Code State Course Codes in the 4000-5000 series (CTE Edu courses) because they may be mapped more cati appropriately to other subject areas, such as English on language arts, math, or science. LEAs may indicate that such courses are part of CTE pathways by using the CTE Course Content Codes. 9.12 CRS-CTE Certain CTE courses, or “Tech Prep” Courses, are part of Technical career pathway programs that have been articulated with Preparation post-secondary institutions, which earn students college Course Indicator credit. LEAs must use this indicator for any courses that are part of such Tech Prep programs.

CALPADS Data Guide 117 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 2.3.4 Course Characteristics, Continued

Course (This table is continued from the previous page.) char acte Field # Data Element Comment risti Public Name cs 9.27 CTE Course This required data element indicates whether a given CTE data Section Provider course section is provided by: elem Code  A Regional Occupational Center or Program; or: ents  The District. relat ed NOTE: Even if a given school does not run a formal CTE to program, if it provides a course that meets a CTE course Care code description, then Field 9.27 should reflect “district.” er 9.26 Education This data element indicates whether a given course is Tec Program funded by California Partnership Academy program funds. hnic Funding Source al Code Edu cati on, Cont inue d

Course LEAs must maintain the following information or “attributes” about each course section char (listed in the table below). The CDE will determine counts of English learners who are acte receiving specified English language services based on the services or strategies the risti learners are receiving through the courses in which they are enrolled in the fall. LEAs must cs indicate “course attributes” for each course section in which services are being provided or data where strategies are being used. See the English Learners section in Chapter 3, Program elem and Reporting Areas, in this guide for a full explanation of how these data elements are ents used for reporting and what reports must be certified. relat Field # Data Element Comment ed Public Name to 9.20 Education The potential code values include: Engl Service Code ish  Primary Language Instruction and English (English lear Language Development (ELD) Instruction and/or Learners) ners Specially Designed Academic Instruction in English (SDAIE) Instruction.  ELD Instruction Only.  SDAIE Instruction Only.  ELD Instruction and SDAIE Instruction but Not Primary Language Instruction. 9.22 Instructional The potential code values related to English learners Strategy Code include (see the CALPADS Code Set, Instructional Strategy Code):  Alternative EL Program – Two-Way Immersion (Various Models).  Structured English Immersion/English Learner Mainstreaming.  Alternative EL Program – Bilingual (Various Models).  English Learner Mainstreaming. NOTE: LEAs may select only one instructional strategy for each course section. If a course section uses more than one instructional strategy, the following hierarchy should be used to determine which one to choose: 1. Special Education. 2. Home and Hospital. 3. Any of the EL Strategies. In the future, CALPADS will be modified to allow the selection of more than one instructional strategy for a course section. 9.21 Language of This element is to be submitted if primary language Instruction Code instruction is provided (in a language other than English) and/or a bilingual strategy is being used. The language to submit here is the non-English language.

Continued on next page CALPADS Data Guide 119 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 2.3.4 Course Characteristics, Continued

Course The following singular data element conveys the use of (specified) instructional strategies char for non-English learners within given courses: acte risti Field # Data Element Comment cs Public Name data 9.22 Instructional The potential code values related to non-English elem Strategy Code learner strategies include (see the CALPADS Code ents Set, Instructional Strategy): relat  Home and Hospital. ed  Special Education. to instr LEAs may select only one instructional strategy for ucti each course section. If a course section uses more onal than one instructional strategy, the following hierarchy strat should be used to determine which one to choose: egie 1. Special Education. s 2. Home and Hospital. (non 3. Any of the EL Strategies. - Engl In the future, CALPADS will be modified to allow the ish selection of more than one instructional strategy for a lear course section. ners )

Course The following data elements convey how given courses are being delivered: char Field # Data Element Comment acte Public Name risti 9.23 Independent Study This data element indicates whether a particular cs Indicator course section is being taught through independent data study. elem ents 9.24 Distance Learning This data element indicates whether a particular relat Indicator course section is being delivered through distance ed (Online Learning) learning. to cour If the teacher delivering the instruction is not se employed by the LEA or does not have a SEID, the deliv LEA should include the SEID of the teacher ery monitoring the course at the school site.

What reports LEAs are required to certify the following reports related to course characteristics: mus Submis- Census Snapshot Re- Name of Report t sion Day** Collection port # LEA Window s Fall 2 Fall Fall Census 2.4 English Learner Education certi Day – Services – Student Count fy Mid-December Unduplicated and whe 2.5 English Learner Education n? Services – Unduplicated Count of Teachers Providing EL Services EOY* 1 None Mid-June – 3.12 Career Technical Education Mid-July Participants – Count Disaggregated 3.14 Career Technical Education Concentrators and Completers - Count by Pathway

*EOY = End of Year.

What detailed LEAs have access to the following supporting reports that provide the detailed data that data make up the certification reports: will Report # Name of Report LEA 2.7 English Learner Education Services – Student List s have 2.11 English Learner Instructional Plan – Count of ELs by to Instructional Strategy help 3.13 Career Technical Education Participants – Student List the 3.16 Educational Options Course Completion – Student Count m certi fy the repo rts?

CALPADS Data Guide 121 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 2.3.5 Course Enrollment and Completion

Introduction Course enrollment and completion data provide information about individual student enrollment in courses and individual student completion of departmentalized courses in grades 7-12.

Course The following table lists the specific data elements related to course enrollment and course enro completion. Technical staff should refer to the CALPADS File Specifications for a complete llme list of the data elements required to submit the Student Course Section File. nt and Field # Data Element Comment com Public Name pleti 10.07 SSID This element is used to match students to appropriate on records. data 10.13 Local Course ID This element is used to connect given students enrolled elem in given courses to the course section records. ents 10.14 Course Section ID This element is used to connect given students enrolled in given course sections to the course section records. 10.15 Academic Term This element represents the term in which a given Code course section occurred. 10.16 Student Credits This element represents the number of credits Attempted attempted. This is required only for students in grades 9-12 in departmentalized courses. 10.17 Student Credits This element reflects the number of credits earned. This Earned is required only for students in grades 9-12 in departmentalized courses. 10.18 Student Course This element reflects the final grade received. This is Final Grade required only for students in grades 7-12 in departmentalized courses. 10.19 UC/CSU This element indicates which UC/CSU course Admission requirement is being met for a given student. It is a Requirement Code coded value representing a University of California (UC) or California State University (CSU) college admission course requirement that a high school course has been determined to meet. This determination is made by the UC/CSU systems. 10.20 Marking Period This element is used to report the period within a course Code section in which a course mark is given to a student for a particular grade.

CALPADS Data Guide 122 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 2.3.5 Course Enrollment and Completion, Continued

What reports LEAs are required to certify the following reports related to course enrollment and course mus completion data: t LEA Submis- Census Snapshot Re- Name of Report s sion Day** Collection port certi Window # fy Fall 2 Fall Fall Census 3.6 Course Section Enrollment – and Day – Count by Content Area whe Mid-December n? EOY* 1 none Mid-June – 3.9 Course Sections Completed – Mid-July Count by Content Area for Departmentalized Courses

*EOY = End of Year.

What detailed LEAs have access to the following supporting reports that provide the detailed data that data make up the certification reports: will Report # Name of Report LEA 3.7 Course Section Enrollment – Count and Details s have 3.8 Course Section Enrollment – Student List to 3.10 Course Sections Completed – Count and Details for help Departmentalized Courses the 3.11 Course Sections Completed – Student List for Departmentalized m Courses certi fy the repo rts?

Course The following list outlines the requirements for course enrollment data. enro llme  As part of the Fall 2 submission, LEAs must submit information on the courses in which nt – students are enrolled. This information is submitted through the Course Section and what Student Course Section Files. is  LEAs must submit/report courses in which students are enrolled as of Fall Census requ Day, the first Wednesday in October. If Census Day occurs when some enrolled ired students are in tracks that are off-session, the Fall 2 submission should include the course sections and the students enrolled in those course sections scheduled on the first day that the tracks are in session after Census Day.

Regional Occupational Centers and Programs – and College Courses

In addition to the requirements mentioned above, LEAs should report course enrollment in Regional Occupational Centers and Programs, and they should report course enrollment in college courses taken on college campuses, if the courses are captured by the LEAs.

ROC/Ps and colleges cannot submit data directly to CALPADS, nor can ROC/Ps and colleges obtain administrator accounts for CALPADS: ROC/P and college course data are submitted through the LEAs in which the students are primarily enrolled.

For ROC/P courses, LEAs should indicate in the course section records that the courses are administered by Regional Occupational Centers or Programs (Data Element, Career Technical Education Funding Provider Category, [Coded Value = “1”] Regional Occupational Center or Program). For college courses, LEAs should indicate in the course section record(s) that courses are college level (Data Element, Course Section Instructional Level Code, [Coded Value = “16”] College). If the LEAs do not have SEIDs and staff information for ROC/P and college teachers, the LEAs should submit “9999999999” as the SEIDs for the teachers in the Course Section record.

NOTE: Course enrollment data are required for students taking courses at ROC/Ps or colleges only when the given students are primarily enrolled in K–12 LEAs.

(The course enrollment requirements continue on the next page.)

Course Independent Study Courses enro llme While the CDE recognizes that most independent study programs do not have traditional nt – “master schedules,” in CALPADS it is necessary to capture the specific content being taught what by the teachers for the purposes of Highly Qualified Teacher reporting. is requ  Elementary Level ired, One course section should be created for each elementary independent study teacher. Continued This section should be mapped to the Course Group State Code “1000” (self-contained), which indicates multiple-subject instruction. The Independent Study Indicator data element for the course section should be set to “Y.”

 Secondary level Course sections for independent study schools or programs at the secondary level should be created based on the unique teacher/content area combination. For example:

o Section 1 – Teacher A English o Section 2 – Teacher A Math o Section 3 – Teacher A History o Section 4 – Teacher B English o Section 5 – Teacher B Math o Section 6 – Teacher B History

The Independent Study Indicator data element for the course section should be set to “Y.”

NOTE: This type of reporting should also be done for “credit recovery” courses taken via computer, even if a given teacher is only present to monitor the student(s) and not to provide direct instruction.

LEAs may opt to report independent study programs using a State Course Code of “self-contained.” However, if a given teacher is not highly qualified for all of the NCLB core subjects that he/she is teaching, the LEA must indicate that the teacher is not highly qualified.

Course The following list outlines what is not required for course enrollment data. enro llme  LEAs are not required to submit changes to course section and student course section nt – data as changes occur after Fall Census Day. The Fall 2 course enrollment submission what is a point-in-time reflection of the courses offered and the students enrolled in those is courses on Fall Census Day. not  LEAs are not required to submit course enrollment data for the following: requ ired o Adult classes. o Child center/preschool classes. o Before- or after-school child care programs. o Pull-out or push-in instruction taught by an itinerant or pull-out/push-in teacher, or resource teacher – unless the course section already exists in the master schedule. o Students primarily enrolled in a non-public nonsectarian certified school (NPS school).  LEAs are not required to submit course enrollment data for the following activities*: o Lunch, free period, student aide, homeroom, and study hall (6002-homeroom, study hall). .Note that submission is optional for homeroom and study hall.

*CALPADS will reject any records without valid State Course Codes. Thus, if an LEA tries to submit records for these types of activities using codes that were previously used in CSIS (e.g., “6012”), the records will be rejected. LEAs should work with their Student Information System (SIS) vendors to filter out these activities from the extracts that they are creating for submission to CALPADS.

Educational Options Courses

If the school is one of the following school types, the school is not required to submit Student Course Sections (indicating which students are enrolled in these independent study courses). However, the Course Section record must be submitted to report staff and highly qualified teacher status:

 Juvenile Court School.  Division of Juvenile Justice School.  Community Day School.  Continuation School.  Opportunity School.  Charter School (Only charter schools delivering a majority of their instruction via independent study).

Course The following list outlines the requirements for course completion data. com pleti  As part of the EOY 1 submission, LEAs must submit information on courses that on – students have completed during the year. This information is submitted through the what Course Section and Student Course Section Files. is  LEAs are only required to submit course completion data for students in requ departmentalized classroom settings in grades 7-12 attending traditional schools. ired  LEAs may submit course completion data either after the completion of an official grading period in which credits are awarded, or at the end of the year when students have completed all courses for the school year.  Grades, credits attempted, and credits earned are only required for grades 9-12; grades are required, but credits attempted and credits earned are not required, for grades 7-8.

NOTE: CALPADS will reject any records without valid State Course Codes. Thus, if an LEA tries to submit records using codes that were previously used in CSIS (e.g., “6012”) for this type of activity, the records will be rejected. LEAs should work with their Student Information System (SIS) vendors to filter out these activities from the extracts that they are creating for submission to CALPADS.

Regional Occupational Centers and Programs – and College Courses

In addition to the requirements mentioned above, LEAs should report course completion in Regional Occupational Centers and Programs, and they should report course completion in college courses taken on college campuses, if the courses are captured by the LEAs.

ROC/Ps and colleges cannot submit data directly to CALPADS: ROC/P and college course data are submitted through the LEAs in which the students are primarily enrolled.

For ROC/P courses, LEAs should indicate in the course section records that the courses are administered by Regional Occupational Centers or Programs (Data Element, Career Technical Education Funding Provider Category, [Coded Value = “1”] Regional Occupational Center or Program). For college courses, LEAs should indicate in the course section record(s) that courses are college level (Data Element, Course Section Instructional Level Code, [Coded Value = “16”] College). If the LEAs do not have SEIDs and staff information for ROC/P and college teachers, the LEAs should submit “9999999999” as the SEIDs for the teachers in the Course Section record.

NOTE: Course completion data are required for students taking courses at ROC/Ps or colleges only when the given students are primarily enrolled in K–12 LEAs.

(The course completion requirements continue on the next page.)

Course Independent Study Courses com pleti While the CDE recognizes that most independent study programs do not have traditional on – “master schedules,” in CALPADS it is necessary to capture the specific content being taught what by secondary teachers (teaching grades 7-12) in the Course Completion data submission. is requ  Secondary level ired, Course sections for independent study schools or programs should be created based on Cont the unique teacher/content area combination. For example: inue d o Section 1 – Teacher A English o Section 2 – Teacher A Math o Section 3 – Teacher A History o Section 4 – Teacher B English o Section 5 – Teacher B Math o Section 6 – Teacher B History

The Independent Study Indicator data element for the course section should be set to “Y.”

NOTE: This type of reporting should also be done for “credit recovery” courses taken via computer, even if a given teacher is only present to monitor the student(s) and not to provide direct instruction.

LEAs may opt to report independent study programs using a State Course Code of “self-contained.” However, if a given teacher is not highly qualified for all of the NCLB core subjects that he/she is teaching, the LEA must indicate that the teacher is not highly qualified.

Course The following list outlines what is not required for course completion data. com pleti  Regional Occupational Centers and Programs are not allowed to submit data directly to on – CALPADS. However, LEAs with students completing ROC/P courses should reflect the what completion of those courses in the Course Section and Student Course Section Files. is  LEAs are not required to reconcile course enrollment and course completion data. not requ  Credits attempted and credits earned are not required for grades 7-8. ired  Course completion data are not required for students in grades 7-8 who are being taught in self-contained settings.  LEAs are not required to submit course completion data for the following: o Adult classes. o Child center/preschool classes. o Before- or after-school child care programs.  LEAs are not required to submit course completion data for the following activities*: o Lunch, free period, student aide, homeroom, and study hall (6002-homeroom, study hall). .Note that submission is optional for homeroom and study hall.  Charter schools with students in grades 7–12 that, as a policy, do not award credits and/or grades, are not required to do so.

*CALPADS will reject any records without valid State Course Codes. Thus, if an LEA tries to submit records for these types of activities using codes that were previously used in CSIS (e.g., “6012”), the records will be rejected. LEAs should work with their Student Information System (SIS) vendors to filter out these activities from the extracts that they are creating for submission to CALPADS.

Educational Options Courses If the school is one of the following school types, the school is not required to submit Student Course Sections (indicating which students are enrolled in these independent study courses). However, the Course Section record must be submitted to report staff and highly qualified teacher status:  Juvenile Court School.  Division of Juvenile Justice School.  Community Day School.  Continuation School.  Opportunity School.  Charter School (Only charter schools delivering a majority of their instruction via independent study).

CALPADS Data Guide 130 of 223 3/1/2012 v1.3 Data Management Division California Department of Education Chapter 3: Program and Reporting Areas

Introduction This chapter contains information about how the student, staff, and course data are used to create required state and federal reports in specific program areas or in accountability areas such as graduates and dropouts. This chapter reflects student, staff, and course data elements already described in Chapter 2 of this guide; no “new” data are introduced in this section. Rather, this chapter describes how different student, staff, and course data are combined to meet reporting requirements for specific program areas. This chapter should help users understand the parameters around the collection, maintenance and submission of the student, staff, and course data related to program areas. This chapter should give users a good understanding of:  The state and federal reports associated with given program area data.  The business rules that pertain to certain types of data.  What data must be maintained in local systems.  When data should be available in local systems.  When the data will be needed for submission to CALPADS.  How to prepare for each submission.

Topic See Page 3.1 Career Technical Education 108 3.2 Educational Options Schools and Programs 114 3.3 Special Student Populations 118 3.3.1 Home/Hospital and Independent Study 124 Population 3.4 Eligible Immigrants 125 3.5 English Learners 128 3.6 Highly Qualified Teachers 137 3.7 Dropouts 143 3.8 Graduates 152

CALPADS Data Guide 131 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 3.1 Career Technical Education

Introduction LEAs are required to submit the following information to CALPADS:

 Student information and course completion information for all students in departmentalized classes in grades 7–12.

From these submitted data, the CDE creates required federal Perkins reports.

LEAs who receive funding for the Carl Perkins Program are required to submit career technical education (CTE) data for K–12 students to CALPADS.

This section describes what, when, and how the data that LEAs have submitted to CALPADS will be used to create the LEAs’ federal Perkins reports. It should be noted that CALPADS data will not satisfy all Perkins reporting requirements, and some additional data will continue to be collected through the CDE program office.

What data CTE program staff must provide the following data for submission to CALPADS: mus t be  Each student who is a CTE concentrator. prov ided  The pathway of each CTE concentrator (provide one pathway per CTE concentrator). by  Each CTE concentrator who has completed a pathway. CTE prog  The local courses that are not designated with CTE State Course Codes (4000-5000 ram series) that contain CTE content, and that are part of CTE pathways. staff  Any local course that is designated as a Technical Preparation Course and is part of a ? CTE technical career pathway or program that has been articulated with a post-secondary education institution in which a student earns college credit.  The academic year in which a student completed a specific Career Technical Education Pathway.

CALPADS Data Guide 132 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 3.1 Career Technical Education, Continued

CTE data The following data elements are specific to CTE. LEAs must submit these data in order for elem the CDE to create the required federal Perkins reports. ents Student Information (submitted in the Student Information File) Field # Data Element Comment Public Name 11.13 CTE Pathway  For each student who is a CTE concentrator, LEAs must Code indicate the student’s pathway, using a CTE pathway code (one code/pathway per CTE concentrator).  If a student has multiple pathways, the LEA must select one pathway to submit.  Each student who has a CTE pathway will be counted for federal reporting purposes as a “CTE concentrator.” 11.14 CTE Pathway  For each student who completed a specific Career Completion Technical Education Pathway, LEAs must. Academic Year  Identify the Academic Year in which the Career ID Technical Education Pathway was completed.

CTE data Course Section Information elem (submitted in the Course Section and Student Course Section Files) ents , Field Data Element Comment Cont # Public Name inue 9.07 CRS-State  LEAs submit course completion data to the CDE at the d Course Code end of the year. From these data, the CDE extracts what is required to determine the LEAs’ CTE participant counts.  Specifically, State Course Codes (formerly known as CBEDS Assignment Codes) in the 4000 and 5000 series are CTE courses. All students completing CTE courses or who have designated pathways will be counted as “CTE participants” for federal Perkins reporting purposes.  LEAs do not have to submit any additional data for CTE participant counts. The program staff at the LEAs, however, should check that their CTE courses are mapped to the appropriate CTE state course codes. 9.10 CRS-Course  CTE pathways often include courses that do not map to Content Code State Course Codes in the 4000-5000 series because they may be mapped more appropriately to other subject areas, such as English language arts, math, or science. LEAs may indicate that such courses are part of CTE pathways by using CTE Course Content Codes.  The CDE will consider students as “CTE participants” if they are completing courses that have CTE Course Content Codes. The CTE program staff at the given LEAs should make sure that such courses are appropriately designated as having CTE content. 9.12 CRS-CTE  Certain CTE courses, or “Tech Prep” Courses, are part of Technical career pathway programs that have been articulated with Preparation post-secondary institutions in which students earn Course college credit. Indicator  LEAs must use this indicator for any courses that are part of such Tech Prep programs. 9.27 CTE Course This data element is required for each CTE course section. It Section indicates whether a given CTE course section is provided by: Provider Code  A Regional Occupational Center or Program; or:  The District.  Even if a given school does not have a formal CTE program, if a course has been mapped to a CTE Course Code, the LEA should select the “District” option. 9.26 Education This data element indicates whether a given course is funded Program by California Partnership Academy program funds. Funding Source Code

Continued on next page CALPADS Data Guide 134 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 3.1 Career Technical Education, Continued

Reporting CTE course data are required for students even if the courses are taken through ROC/Ps. CTE cour ROC/Ps cannot obtain administrator accounts for CALPADS and they cannot submit their se data directly to CALPADS; they must submit their data through the LEAs in which the data students are primarily enrolled. Thus it is incumbent upon these LEAs to obtain the data for from the ROC/Ps and to submit the data (courses completed in ROC/Ps) to CALPADS. ROC /P LEAs should indicate in the course section records that the courses are administered by cour Regional Occupational Centers or Programs (i.e., in the “CTE Course Section Provider ses Code” field, LEAs should enter the code value for “Regional Occupational Centers and Programs”). In addition, since course section records require SEIDs, and the LEAs may not maintain the SEIDs for teachers employed by ROC/Ps, LEAs may use a “9999999999” for the SEIDs of these teachers in order to enable the submission of course section records.

When should The CTE student information may be—and should be—updated in CALPADS on an thes ongoing basis throughout the year. If this is done, then only the CTE Pathway Completer e Indicator data may require updating at the end of the year, when students complete the data associated pathway completion requirements. be upd The CTE course section information should be updated in LEAs’ local systems at the ated beginning of the school year and should be included when course master schedules are in being finalized. The data will then be available when course section data are extracted from local local systems and submitted to CALPADS. syst ems The course completion information (which includes the CTE information on courses) may be ? submitted to CALPADS after students have completed courses and after grades and credits have been given. Depending on the LEA, this submission may occur following each term in which grades and credits are given (e.g., after completion of a quarter or semester), or at the end of the year following the completion of all courses for the year.

Are the two In the Student Career Technical Education (SCTE) file, the CTE Pathway Code (Field CTE 11.13) is required. However the CTE Pathway Completion Academic Year ID (Field 11.14) Path is not required. This field should only be populated for students who completed a particular way CTE Pathway within the Reporting Academic year. data elem ents (Fiel d #s 11.1 3 and 11.1 4) requ ired CALPADS Data Guide 135 of 223 3/1/2012 v1.3 Data Management Division California Department of Education ?

What reports LEAs are required to certify the following reports related to CTE data: mus Submis- Census Snapshot Re- Name of Report t sion Day** Collection port LEA Window # s EOY* 1 None Mid-June – 3.12 Career Technical Education certi Mid-July Participants – Count fy Disaggregated and whe  This report shows the counts n? of CTE participants and CTE concentrators – by school. 3.14 Career Technical Education Concentrators and Completers – Count by Pathway  This report shows the counts of CTE concentrators and completers – by school and by CTE pathway. *EOY = End of Year

What detailed LEAs have access to the following supporting reports that provide the detailed data that data make up the certification reports: will Report # Name of Report LEA 3.13 Career Technical Education Participants – Student List s have 3.15 Career Technical Education Concentrators and Completers – Student List to help the m certi fy the repo rts?

How does the A CTE participant falls into one of two groups: stat e 1. CTE Concentrators & Completers use 2. CTE Non-Concentrator Participant thes e data The following data are used to meet federal Perkins reporting requirements: to crea CTE Non-Concentrator Participants te repo  The CDE counts and reports all students completing CTE courses (courses with CTE rts? State Course Codes or CTE Course Content Codes) as CTE participants, for federal Perkins reporting.  All CTE participants are also reported by the subgroups required for federal Perkins reporting using the student demographic and program data already maintained in CALPADS. o This includes students enrolled in courses with CTE course codes but who do not have a formal CTE program. CTE Concentrators & Completers

 From the student information (CTE Pathway, CTE Pathway Completer), the CDE aggregates the pathway counts for concentrators and completers into the federal Perkins reporting categories (California’s CTE pathways roll up into the federal CTE categories).  The CDE also reports the CTE concentrators and completers by the various subgroups required for federal Perkins reporting using student demographic data already maintained in CALPADS.

How does Here is how CALPADS calculates counts of CTE participants: CAL PAD Calculation of Counts: CTE Non-Concentrator Participants S calc  CTE Participants are calculated by counting all students who have completed one or ulat more CTE courses. These CTE courses can be found in the 4000-5000 series of codes e of the Course Group State code set in the CALPADS Code Sets document. cou nts Calculation of Counts: CTE Concentrators & Completers of CTE  CTE Concentrators are calculated by counting all students who have designated CTE parti Pathway Codes (Field 2.48) in their Student Information Files. cipa nts?  CTE Completers are calculated by counting all students who have CTE Completer Indicators (Field 2.49) in their Student Information Files.

CALPADS Data Guide 138 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 3.2 Educational Options Schools and Programs

Introduction Educational options include schools or programs of choice and schools or programs to which students are referred voluntarily or involuntarily. These schools and programs (sometimes referred to as “alternative”) provide the environment, curriculum, and support systems needed to ensure that participating students have the opportunity to achieve their full academic potential and earn their high school diplomas.

These data were previously collected as aggregate counts through CBEDS.

Methods of After analyzing the educational options programs collected in CBEDS, it was determined colle that, depending on the school type or program, student participation in these programs ctio could be collected at the school level, student level, or course level. Thus, school-level data n in are now being collected through the Online Reporting Application (ORA) system, and CAL student and course-level data are now collected through CALPADS. PAD The following table outlines the methodology used to collect program participation data for S each of the educational options school types and programs. and ORA Collection How Collected Educational Options School Type or System Program* CALPADS Participation is  California Partnership Academies. collected at the  Opportunity programs. student level.  Cal-SAFE programs (pregnant or parenting). CALPADS Participation is  AVID. determined by  Independent study. course enrollment.  International Baccalaureate programs. ORA Program  Alternative schools of choice. participation is  Magnet schools. determined by  Smaller learning communities. enrollment in an educational options  Thematic schools. school type.

*NOTE: The Specialized Secondary Program was included in the Categorical Consolidation and therefore will not be collected in CALPADS.

Why are these Many students participating in educational options programs are at high risk of dropping out data or of failing academically. The California Department of Education responds to numerous nee inquiries from the State Legislature, the Office of the Governor, and the State Board of ded Education for data on these specific student populations because of the significant effect ? that these populations have on graduation and dropout rates.

CALPADS Data Guide 139 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 3.2 Educational Options Schools and Programs, Continued

Educational The following data elements in CALPADS are used to calculate counts of students opti participating in educational options programs: ons data Student Program Data (submitted in the Student Program File) elem ents Field # Data Element Comment Public Name 3.13 Education LEAs should report all students participating in the Program Code following programs:  California Partnership Academies.  Opportunity programs.  Cal-SAFE programs (pregnant or parenting).

Refer to the CALPADS Code Set, Education Program, for program codes.

Course Data (submitted in the Course Section and Student Course Section Files)

Field # Data Element Comment Public Name 9.07 CRS-State Students enrolled in or completing courses with the Course Code following State Course Codes will be considered participants in these programs:  AVID (Code 6023).  International Baccalaureate (IB) (various codes). 9.23 Independent Students enrolled in or completing courses with Study independent study indicators of “Y” (yes) will be Indicator considered participants in independent study.

What reports LEAs are required to certify the following report related to educational options data: mus t Submis- Census Snapshot Re- Name of Report LEA sion Day Collection port s Window # certi EOY* 2 None** Mid-June – 5.1 Program Participants – Count fy Mid-July  This report shows counts of and participants in California whe Partnership Academies, n? Opportunity programs, and Cal-SAFE programs.

*EOY = End of Year.

**The EOY submissions do not have a Census Day; data collected reflects activity throughout the reporting year.

What detailed LEAs have access to the following supporting reports that provide the detailed data that data make up the certification reports: will LEA Report # Name of Report s 5.3 Program Participants – Student List have 3.16 Educational Options Course Completion – Student Count to help the m certi fy the repo rts?

How were Through the 2008-09 school year, data on educational options schools and programs were thes collected in aggregate form on the CBEDS School Information Form (SIF), section D, which e looked like this: data prev D. Educational Options ious All schools must complete this section if any type of educational option is offered to their ly students. Students should be counted in each category that applies. colle Types of Educational Options Number of Participating cted Students ? K–8 9–12 Alternative Schools and Programs of Choice AVID California Partnership Academies Independent Study (not adult education students) International Baccalaureate Programs Magnet Schools or Programs Opportunity Pregnant/Parenting Smaller Learning Communities Specialized Secondary Programs Thematic Schools and Programs Other Total (unduplicated)

For details regarding how the data in each of these educational options will now be collected, refer to the appendix in this guide entitled Transition from Previous Methods of Data Collections to CALPADS (see the SIF section within that appendix).

CALPADS Data Guide 142 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 3.3 Special Student Populations

Introduction This section describes the types of data that are used to identify special student populations. These populations are often transient, and they include:

 Homeless.  Foster.  Migrant.  Neglected, Delinquent or At-Risk.  Socioeconomically Disadvantaged.  Title III Limited-English Proficient and Immigrant.  Special Education.  Home and Hospital.  Independent Study.

Contents This section contains information relevant to the special student populations mentioned above, and it includes a sub-section that covers the following population:

Topic See Page 3.3.1 Home/Hospital and Independent Study Student 124 Population

What data Registration or program staff must collect and provide the following data for submission to mus CALPADS: t  The primary residence type for each student (to determine homeless and foster regi populations). strat ion  Students eligible for the Title 1 Part C Migrant program. or  Students participating in the following programs: prog ram o NCLB Title I Part A Basic. staff o NCLB Title 1 Part A “N” (Neglected). prov NCLB Title 1 Part D (Neglected, Delinquent, or At-Risk). ide? o o NCLB Title X Homeless.  Special Education o Students’ Primary Disability. o Students’ District of Special Education Accountability (DSEA).

CALPADS Data Guide 143 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 3.3 Special Student Populations, Continued

Special The following data elements in CALPADS will be used to determine counts of students in pop special populations: ulati ons Field # Data Element Comment data Public Name elem 2.33 Primary This data element is submitted in the Student Information ents Residence (SINF) file. Category Code Students with the following primary residence category codes are counted:  As homeless for NCLB Title X Homeless reporting:  100 – Temporary Shelters.  110 – Hotels/Motels.  120 – Temporarily Doubled-Up.  130 – Temporarily Unsheltered.  As foster students:  210 Foster Family Home or Kinship Placement.  220 Licensed Children’s Institution.

NOTE: For foster children who are AWAITING placement, LEAs should indicate one of the “homeless” Primary Residence Codes, and NOT 210 (Foster Family Home or Kinship Placement). 3.13 Education This data element is submitted in the Student Program (SPRG) Program Code file.

Students participating in the following programs are counted in these special populations:  NCLB Title I Part A Basic.  NCLB Title 1 Part A “N” (Neglected).  NCLB Title 1 Part D (Neglected, Delinquent, or At-Risk).  Migrant Education  Special Education 3.20 Migrant This data element is submitted in the Student Program (SPRG) Student ID file and must be populated if the student is in program 135. 3.21 Primary This data element is submitted in the Student Program (SPRG) Disability Code file and must be populated if the student is in program 144.

Special (This table is continued from the previous page.) pop ulati Field # Data Element Comment ons Public Name data 3.22 District of The District of Special Education Accountability (DSEA) for a elem Special student with an Individualized Education Program (IEP) is ents Education defined to be either of the following: , Accountability Cont 1. The district of GEOGRAPHIC residence, if any of the inue following conditions apply: d a. The student’s parents or guardians reside in the same district in which the student is receiving special education instruction. b. The student is placed outside of his/her district of geographic residence through their IEP process. or:

2. A district OTHER THAN the district of geographic residence, if any of the following conditions apply: a. The student has a formal inter-district transfer agreement under Education Code 63600. (The DSEA = the county/district code of the district to which the student has transferred.) b. The student attends a charter school. (The DSEA = the county/district code of the charter authorizer, or the school code of the charter school if direct-funded.) c. The student is a ward of the court and housed in a juvenile court, court/ community school, or licensed children’s institution. (The DSEA = the county/district code of the district or COE serving the student while the student is incarcerated.) d. The student is a ward of the court and housed in an adult correctional facility (e.g., a county jail). (The DSEA = the county/district code of the district that was last responsible for the student’s IEP.)

Information Here is some information regarding categorization and definition of homeless students on through primary residency. defi ning  Children and youth awaiting foster care placement or living in transitional housing are hom categorized as living in shelters. eles s  Children and youth (including runaway or unaccompanied youth) who live with relatives stud or friends, due to being homeless, are categorized as doubled-up/tripled-up. ents  Children or youth who live in abandoned buildings, campgrounds, vehicles, trailer parks, thro FEMA trailers, bus and train stations, and abandoned in the hospital are categorized as ugh unsheltered. prim ary  “Unsheltered” is also defined as substandard or inadequate housing and is judged on a resi case-by-case basis. A rule of thumb would be to see the dwelling as comparable to an den automobile, in that it shelters, yet it is not adequate housing. cy

When should For details regarding the time frames during which LEAs should submit these data to LEAs submit CALPADS, refer to the sections on Student Information and Student Program in this guide. these data to CALPADS? Per federal requirements: For purposes of counting students in given programs, CALPADS counts students who have participated in programs at any time during the school year. The school year—for purposes of federal and state reporting—starts on July 1 and ends June 30.

Best practices for LEAs

Best practices for LEAs would be to submit student program records whenever given students’ program participation statuses begin. LEAs should submit data for identified foster youth upon discovery of those youths’ statuses. The student program records include both start and end dates.

Why does the The student program data related to NCLB programs are used primarily to prepare the state’s stat annual report on NCLB, known as the NCLB Consolidated State Performance Report. e nee There is also considerable legislative interest for the state to be able to identify the statuses d of students in foster care so that services to such students can be broadened and/or thes improved. The foster student data are used to prepare the biannual Foster Youth Services e Report to the Governor and Legislature, which reflects academic achievement, truancies, data and delinquencies within this student population. ? Through CALPADS, the student data will be longitudinal. The state, therefore, will someday be able to address questions such as:

 Are certain districts and schools doing better than others at helping given students in special populations to enroll in advanced placement courses?  Of groups of students who are within certain special populations, how often are those students moving (from residence to residence, for example) within specified periods of time?  Is retention for groups of students served by given programs higher than those who are not served by those programs?  Regarding graduating students within these special populations, which districts or schools are doing better, relatively, than others?

For more For more information about programs related to special student populations, refer to the information relevant Web sites listed below.

For information about: Refer to this Web site: Foster Youth http://www.cde.ca.gov/ls/pf/fy/ NCLB Title 1 Part A Basic http://www.cde.ca.gov/fg/fo/r14/title1pa09result.asp NCLB Title 1 Part A Homeless http://www.cde.ca.gov/sp/hs/mv/ NCLB Title 1 Part A or D http://www.cde.ca.gov/fg/fo/r14/title1pd09result.asp (Neglected) NCLB Title 1 Part D (Delinquent) http://www.cde.ca.gov/fg/fo/r14/title1pd09result.asp NCLB Title 1 Part C Migrant http://www.cde.ca.gov/sp/me/mt/ Special Education http://www.cde.ca.gov/sp/se/ Home and Hospital http://www.cde.ca.gov/sp/eo/hh/ Independent Study http://www.cde.ca.gov/sp/eo/is/ NCLB Title III Limited-English http://www.cde.ca.gov/sp/el/t3/ Proficient and Immigrant Socioeconomically http://www.cde.ca.gov/ta/ac/ap/glossary10b.asp Disadvantaged

CALPADS Data Guide 148 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 3.3.1 Home/Hospital and Independent Study Student Population

Introduction This section discusses the enrollment of students in district-level home & hospital or independent study programs.

What is a District-level home/hospital and independent study programs provide home and hospital or district-level independent study instruction through district-level staff who are not affiliated with a specific home/hospital school in a given district. or independent In a district-level home/hospital or independent study program, neither the staff providing study instruction nor the students are affiliated with a specific school in the given district. Rather, program? the staff and students are directly affiliated with the district office.

Regarding CDS codes: The CDE does not assign county-district-school codes to programs.

How to report For the purposes of CALPADS, students enrolled in district-level home/hospital or these independent study programs should be primarily enrolled at the district office by using the students in county-district code in both the Reporting LEA and School of Attendance fields in CALPADS CALPADS.

When is it LEAs should enroll students in this district-level entity only in this situation: appropriate to enroll  When a given student is receiving all of his/her instructional services in one of these students in programs from a teacher affiliated with the district office. this district- level entity in If the student is receiving any instructional services from his/her school of residence, then CALPADS? the student should be enrolled at his/her school of residence, and all associated data for that student should be submitted by the school of residence.

If an LEA’s district-level program meets all of the criteria defined in the CDE's "definition of a school*," then rather than enrolling students in the district-level entity, the LEA should apply for a county-district-school code through the CDE Educational Demographics Office. For more information obtaining a county-district-school code, refer to the CDE’s Schools and Districts Web page at http://www.cde.ca.gov/ds/si/ds/.

*For the CDE’s definition of a school, refer to this Web page: http://www.cde.ca.gov/ds/si/ds/dos.asp.

Where should Once the enrollments at the district-level entity have been created for these students, then LEAs report all data associated with the students, including course and program data, should be course and submitted using the county-district code in the Reporting LEA and School of Attendance program data (also known as School of Course Delivery) fields. for these students?

CALPADS Data Guide 149 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 3.4 Eligible Immigrants

Introduction LEAs are required to submit student information to CALPADS. From these submitted data, the CDE creates the required Student National Origin Report and determines the counts for the NCLB Title III Immigrant Program.

Definition of An eligible immigrant is a person who: eligi  Was born outside of the United States, Washington D.C., or Puerto Rico; ble imm  Has been in U.S. Schools for 3 academic years or less; and: igra  Is between the ages of 3 and 21. nt

Eligible The following table lists the data elements that will be used to determine whether or not a imm given student is defined as a “Title III eligible immigrant.” igra nt Field # Data Element Comment data Public Name elem 2.18 Student Birth To be determined to be an eligible immigrant, the birth ents Date date must indicate the student to be between the ages of 3 and 21. 2.22 Student Birth To be determined to be an eligible immigrant, the birth Country Code country must be a country other than the United States, Washington D.C., or Puerto Rico. 2.46 Enrolled in U.S. To be determined to be an eligible immigrant, this School less indicator must be “yes.” than Three Cumulative Students who have been enrolled in U.S. schools for Years Indicator less than three cumulative years are eligible. A "Y" would indicate that a given student has been enrolled for less than three years; an "N" would indicate that the student has not.

NOTE: The data element “Student Birth Country Special Circumstances Indicator” is no longer a required element. This means that students who were born in foreign countries to U.S. foreign diplomats or on U.S. military bases are now considered “eligible immigrants” for the purposes of Title III reporting.

The following data element is required for immigrants, though the data element is not used to determine eligibility for Title III.

Field # Data Element Comment Public Name 2.45 Student Initial This element reflects the initial U.S. school enrollment US School date. This element is used for assessment purposes. Enrollment Date

CALPADS Data Guide 151 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 3.4 Eligible Immigrants, Continued

When should The following suggestions apply to the updating of data in local LEA systems. thes e Best practices for LEAs data be Best practices for LEAs would be to submit eligible immigrant student information data upd elements following the enrollment of students with new SSIDs, or to submit updates to ated existing student information upon enrolling transferring students, if applicable. in local Two of the eligible immigrant data elements, Student Birth Date and Student Birth Country syst Code, are required when enrolling any students in CALPADS. ems ? LEAs should immediately follow the enrollment of students with submissions of student information that include the following elements:

 Student Initial U.S. School Enrollment Date.  Enrolled in U.S. School Less Than Three Cumulative Years Indicator.

If these practices are followed, then the only data element that will require annual updating will be the “Enrolled in U.S. School Less Than Three Cumulative Years Indicator.” Note that once this indicator becomes “no” (after three years of enrollment in a U.S. school), this data element should not change for the given students.

Benefits of Updating the eligible immigrant data elements on an ongoing basis minimizes the LEAs’ upd workload during the Fall 1 and Spring 1 submission windows. atin g CAL PAD S on an ong oing basi s

CALPADS Data Guide 152 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 3.4 Eligible Immigrants, Continued

What reports LEAs are required to certify the following reports related to eligible immigrant data: mus t Submis- Census Snapshot Re- Name of Report LEA sion Day* Collection port s Window # certi Fall 1 Fall Fall Census 1.1 Enrollment – Primary Status by fy Day – Subgroup and Mid-December whe Spring 1 Spring March 2.1 Title III Eligible Immigrants – n? Count

*Fall Census Day is the first Wednesday in October. Spring Census Day is March 1, unless it falls on a weekend, in which case Spring Census Day is the first school day immediately prior to March 1st.

NOTE: LEAs are required to certify the Fall Enrollment report, which includes the counts of Title III eligible immigrants.

What detailed LEAs have access to the following supporting reports that provide the detailed data that data make up the certification reports: will Report # Name of Report LEA 2.2 Title III Eligible Immigrants – Count by Birth Country s have to help the m certi fy the repo rts?

What state These data will be collected to determine counts** of eligible immigrants for the purposes of: and fede  Funding LEAs for the NCLB Title III Immigrant Program. ral repo  Reporting to the United States Department of Education (ED) on the Consolidated State rts Performance Report. are crea **The higher of the two counts taken in the fall and spring will be used for funding and ted reporting purposes. from the CAL CALPADS Data Guide 153 of 223 3/1/2012 v1.3 Data Management Division California Department of Education PAD S data ?

CALPADS Data Guide 154 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 3.5 English Learners

Introduction LEAs are required to submit student information and course information to CALPADS. From these submitted data, the CDE creates required state and federal reports.

It should be noted that the previous Language Census spring collection (report) will be discontinued, and CALPADS data from both the fall and spring snapshot collection windows will be used to create a similar report that reflects data from different sources as well as different time periods.

What data English learner program staff must provide the following data for submission to CALPADS: mus t  The primary language of each English learner, which is the language, based on the Engl “home language survey,” that determines whether or not the student should be ish administered the California English Language Development Test (CELDT). lear ner  The most current English language acquisition status (ELAS) of each student. When prog enrolling new students, LEAs should review any existing ELAS data for the student in ram CALPADS to ensure the accuracy and consistency of information in the Student staff Information file submitted when enrolling the student. prov  Updates to a given student’s English language acquisition status each time the status ide? changes.  The date a given student’s English language acquisition status was initially determined.  The date a given student’s English language acquisition status changed.  The English learner service (primary language, ELD, etc.) being provided in each course section.  The English learner strategy (bilingual, dual immersion, mainstreaming etc.) being used in a given classroom.  Reclassified fluent-English-proficient (RFEP) students who have scored proficient or advanced on the English Language Arts Standards test for three cumulative years.

NOTE: LEAs must ensure that English learner student data are only updated when those students are enrolled in the LEA. The student’s Effective Start Date (in the Student Information [SINF] record) and the English Language Acquisition (ELA) Status Start Date (Field 2.42) must always fall within the time period in which the student is enrolled in the LEA. In other words: An LEA must not exit a student on June 3rd, for example, then update the student’s ELA status from “English learner” to “Reclassified Fluent English Proficient (RFEP)” on June 10th, and then enroll the student in another school on September 5th. If this occurs, the reclassification cannot be correctly attributed to any school (i.e., the student will not be counted anywhere).

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English Both student data and course section data are used to create the state and federal lear reports related to English learners. ner data Student Information Data Elements (submitted in the Student Information File) elem Field # Data Element Comment ents Public Name 2.23 Primary  This element is required when a given student is Language Code enrolled in CALPADS and meets one of the SSID matching criteria.  To be determined to be an English learner, the Primary Language Code must be a language other than English. NOTE: This element should be established once and should not change throughout the course of the student’s academic career. 2.41 English The potential code values include: Language  English or American Sign Language only (EO). Acquisition  English Learner (EL). Status Code  Initially Fluent-English Proficient (IFEP).  Reclassified Fluent-English Proficient (RFEP).  To Be Determined (TBD). NOTES:”EO” should only be used for students who, based on information from the home language survey (and other local indicators), have been identified as “English Only.” These students would not have been assessed with the CELDT.

“IFEP” should be used for students who were administered the CELDT but who were subsequently identified as “Initially Fluent-English Proficient.”

“TBD” should only be used for students who have indicated a language other than English on the Home Language Survey and who have not yet been assessed with the CELDT. Once a student’s assessment scores come back, this status should be changed appropriately.

Once a student has receives an English language acquisition status of “Reclassified Fluent-English Proficient” (RFEP), the student cannot subsequently be reclassified as an English learner.

English (This table is continued from the previous page.) lear ner Both student data and course section data are used to create the state and federal data reports related to English learners. elem ents Student Information Data Elements (submitted in the Student Information File) , Cont Field # Data Element Comment inue Public Name d 2.42 English  The Start Date must be provided for EL, IFEP, and Language RFEP students, and for students who are TBD in Acquisition grades K–12. Status Start  The Start Date must be included each time this Date status changes. 2.43 Student  This is a “yes,” “no,” or “unknown” indication that Proficient or reflects whether an RFEP student has scored Advanced for proficient or advanced on the English Language Arts ELA Code Standards test for three cumulative years.  This element must be provided for all RFEP students and should be updated following receipt of STAR scores.  Once sufficient data are in CALPADS, this data element will no longer be collected, because it can then be derived from the data provided to CALPADS by the test vendor.

The following data element is required for English learners, though the data element is not used to determine English learners.

Field # Data Element Comment Public Name 2.45 Student Initial This element reflects the initial U.S. school enrollment US School date. Enrollment Date

English Course Section Data Elements (submitted in the Course Section File) lear ner Field # Data Element Comment data Public Name elem 9.20 Education Service All EL students should be in course sections that ents Code provide EL services (this is usually based on the , (English Learners) teacher’s credentials and authorizations). The Cont potential code values include: inue  Primary Language Instruction and ELD d Instruction and/or SDAIE Instruction.  ELD Instruction Only.  SDAIE Instruction Only.  ELD Instruction and SDAIE Instruction but Not Primary Language Instruction. 9.22 Instructional All EL students should be in course sections with Strategy Code designated instructional strategies. The potential (English Learner) code values include:  Alternative EL Program – Two-Way Immersion (Various Models).  Structured English Immersion/English Learner Mainstreaming.  Alternative EL Program – Bilingual (Various Models).  English Learner Mainstreaming.

NOTE: For the 10/11 year, LEAs may select only one instructional strategy for each course section (this will likely change in the 11/12 reporting year). If a course section uses more than one instructional strategy, the following hierarchy should be used to determine which one to choose: 1. Special Education. 2. Home and Hospital. 3. Any of the EL Strategies. 9.21 Language of This element is to be submitted if primary Instruction Code language instruction is provided (in a language other than English) and/or a bilingual strategy is being used. The language to submit here is the non-English language.

NCLB Many of the reports in CALPADS will display data in six standard subgroups, one of which is sub the NCLB subgroup known as “limited-English proficient,” or “LEP” (the acronym is grou pronounced “lep”). p – limit A LEP student is one who has been designated to be an English learner or who has been ed- re-designated as fluent-English proficient (FEP) and has not yet scored proficient or above Engl on the California Standards Test in English-language arts (ELA CST) for three years (not ish necessarily consecutive). Therefore, the LEP subgroup includes EL and some number of profi RFEP students. cien t

When should Below are some best practices that LEAs should follow regarding the updating of data in thes their local student information systems. e data Update student data on an ongoing basis be First: It is important to note that LEAs must ensure that English learner student data are only upd updated when those students are enrolled in the LEA. That said: The following bullets apply. ated in  LEAs should maintain English learner student data on an ongoing basis as the local acquisition statuses of English learners change. syst  LEAs should make sure that any K–12 students with English Language Acquisition ems (ELA) statuses of “TBD” get their statuses updated as soon as the ELA statuses are ? determined.  The student’s Effective Start Date (in the Student Information [SINF] record) and the English Language Acquisition (ELA) Status Start Date (Field 2.42) must always fall within the time period in which the student is enrolled in the LEA. In other words: o An LEA must not exit a student on June 3rd, for example, then update the student’s ELA status from “English learner” to “Reclassified Fluent English Proficient (RFEP)” on June 10th, and then enroll the student in another school on September 5th. If this occurs, the reclassification cannot be correctly attributed to any school (i.e., the student will not be counted anywhere).

Update course data before the beginning of the school year  The English learner course section information (services and strategies) should be updated and included in LEAs’ local systems at the beginning of the school year when course master schedules are being finalized. The data will then be available when course section data are extracted from local systems and submitted to CALPADS in the fall.  Program staff at the LEAs should ensure that English language services and strategy attributes are provided for each course section, as appropriate.  Human resources staff should also ensure that teachers teaching courses with English learner services and strategy attributes have the appropriate credentials and authorizations to provide the specific English language services or instructional strategies.

Guidelines Here are some guidelines from the CDE’s Language Policy and Leadership Office regarding from the designation of a student’s language acquisition status. LEAs should begin to enforce the these guidelines at the local level to ensure that the English language acquisitions status Lan data in CALPADS are current and accurate: gua ge  Once a student’s English language acquisition status has been designated as any of the Poli following, it should never change in CALPADS except when the status was reported in cy error: and o IFEP (Initially Fluent English Proficient) Lea o RFEP (Reclassified/Redesignated Fluent English Proficient) ders hip o EO (English Only) Offic Rationale: Unless the data were reported in error, a student’s status, once initially e established as one of the statuses above, should never change even if the receiving district’s criteria for determining “reasonable fluency” may vary slightly from the prior district. For example, once a student has been moved from an English learner status to an RFEP (Reclassified/Redesignated Fluent English Proficient) status, the student could never subsequently be designated as an English learner.

 If a student’s status is designated as EL (English Learner), the only allowable subsequent status is RFEP (Reclassified/Redesignated Fluent English Proficient). Rationale: Once a student has been designated an English learner, they should either 1) Stay an English learner until they have achieved reasonable fluency; or 2) Be redesignated as Fluent English Proficient once they have achieved reasonable fluency.

 If a student’s status is designated as TBD (To be determined), which is generally reserved for incoming students who have not yet been initially assessed with the CELDT, the subsequent status can be any of the following: o EL (English Learner) o IFEP (Initially Fluent English Proficient) o RFEP (Reclassified/Redesignated Fluent English Proficient) o EO (English Only)

 For students whose English language acquisition status is being established for the first time, only the following statuses are allowable: o EL (English Learner) o IFEP (Initially Fluent English Proficient) o EO (English Only) o TBD (To be determined)

Rationale: A student’s initial status can never be RFEP (Reclassified/Redesignated Fluent English Proficient).

A table on the following page outlines these guidelines.

Guidelines The following table outlines the guidelines discussed on the previous page: from the For students whose The subsequent ELA The subsequent ELA Lan existing ELA Status Status Code for this Status Code for this gua Code in CALPADS is: student in CALPADS can student in CALPADS ge ONLY be: CANNOT be: Poli Blank (newly enrolled EO, EL, IFEP, TBD cy students) RFEP and EO EO EL, RFEP, TBD, or IFEP Lea ders RFEP RFEP EL, TBD, IFEP, or EO hip IFEP IFEP EL, RFEP, TBD, or EO Offic TBD EL, RFEP, IFEP, EO TBD e, Cont EL RFEP TBD, EO, or IFEP inue d

Benefits of Keeping student information data current in CALPADS: upd atin  Ensures that LEAs have access to current data on students transferring to their districts, g thus helping the LEAs place new students in appropriate programs. CAL PAD  Ensures current data when English language acquisition statuses are used throughout S on the year to create the English learner and limited-English-proficient subgroups used for an many state and federal reports. ong  Minimizes LEAs’ workload during submission windows. oing basi o For example, if LEAs keeps students’ English learner acquisition statuses current s in CALPADS, then the spring submission will require the LEAs simply to review and certify the English Learner Acquisition Status reports.

What reports LEAs are required to certify the following reports related to English learner data: mus t Submis- Census Snapshot Re- Name of Report LEA sion Day* Collection port s Window # certi Fall 1 Fall Fall Census 1.1 Enrollment – Primary Status by fy Day – Subgroup and Mid-December  Includes LEP and EL whe subgroups. n? Fall 2 Fall Fall Census 2.4 English Learner Education Day – Services – Student Count Mid-December Unduplicated 2.5 English Learner Education Services – Unduplicated Count of Teachers Providing EL Services Spring 1 Spring March 2.8 English Language Acquisition Status – Count by Primary Language 2.9 English Language Acquisition Status – Census Comparison 2.12 English Language Acquisition Status – ELS Reclassified RFEP

*Fall Census Day is the first Wednesday in October. Spring Census Day is March 1, unless it falls on a weekend, in which case Spring Census Day is the first school day immediately prior to March 1st.

What detailed LEAs have access to the following supporting reports that provide the detailed data that data make up the certification reports: will LEA Report # Name of Report s 2.6 English Learner – Count by Primary Language have 2.7 English Learner Education Services – Student List to 2.8 English Language Acquisition Status – County by Primary Language help 2.11 English Learner Instructional Plan – Count of ELs by Instructional the Strategy m 2.13 English Language Acquisition Status – ELs Reclassified RFEP Student certi List fy the repo rts?

How does the The list below describes different ways in which the state uses English learner data to state use create reports. these data to create  To determine English learner counts, the CDE collects aggregate counts of students reports? with English language acquisition statuses of “EL.”  To determine limited-English-proficient student counts, the CDE collects aggregate counts of students with English language acquisition statuses of “EL” and students with English language acquisition statuses of “RFEP” who have not yet scored proficient or above on the California Standards Test in English-language arts for three years (not necessarily consecutive).  An EL student is counted as receiving services if the student is enrolled in a course section in which EL services are being provided; these data are provided in the Fall 2 submission.  An EL student is counted as receiving instruction through a particular instructional strategy if the student is enrolled in a class or course in which an EL strategy is being provided; these data are provided in the Fall 2 submission.  If an EL student is receiving English language services in more than one course section, the student is counted only once as receiving services.  A teacher providing EL services is counted only once, in the service category that is most comprehensive (e.g., if a teacher provides “ELD services” in one course, and “primary instruction and any other EL service” in another course, the teacher is counted as providing “primary instruction and any other EL service”).

What state The CALPADS data are used to: and federal reports are  Determine counts of eligible limited-English-proficient students for the purposes of created from funding LEAs for the NCLB Title III LEP Program. the CALPADS data?  Report LEP counts to the United States Department of Education on the Title III Biennial Report and other federal reports.  Report English language acquisition statuses, services, and strategies to create the Language Census Report.

NOTE: This represents a change in how and when these data are collected for the LCEN Report. The CALPADS data collection method reflects how many LEAs have been collecting these data. This method also enables identification of services provided in each course at the secondary level; previously, if a student was reported by an LEA to be receiving English language services, this meant that he or she was receiving services in two or more courses.

CALPADS Data Guide 165 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 3.6 Highly Qualified Teachers

Introduction LEAs are required to submit course information to CALPADS that includes, for each course section, whether teachers who are teaching given courses meet the Highly Qualified Teacher requirements of the federal No Child Left Behind Act. From these submitted data, the CDE creates required NCLB HQT reports.

What data The following data must be provided by curriculum and human resources staff to staff mus responsible for CALPADS submissions. t curri For each: This information must be provided: culu Course section  Whether the course is an NCLB core course. m Refer to the CALPADS Valid Code Combinations and document (Course Master Combos tab) to see hum which courses are or are not likely to be core. an reso NOTE: There are six (6) content areas that are urce considered to be NCLB core areas. In California, the s six NCLB Core Academic Subjects are defined as: staff 1. Mathematics (including math intervention prov and CAHSEE-math classes) ide? 2. Biological sciences; chemistry; geosciences; physics 3. Social sciences (history, government, economics, geography) 4. Foreign languages (specific) 5. Drama/theater; visual arts (including dance); music 6. English/language arts/reading Even if a given course is an elective: If the course is in one of these 6 content areas, it is considered an NCLB core course. NCLB core course section  Whether the course is an elementary or secondary-level course. HQT teacher  How the teacher meets the federal HQT requirements.  Whether the teacher who is teaching the course section meets the federal HQT requirements.

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HQT data The following data elements are used for HQT reports (submitted in the Course Section File). elem ents Field # Data Element Comment Public Name 9.11 CRS-NCLB This code indicates whether a given course section is an Core Course NCLB core course, and, if it is, whether it is an elementary or Instructional secondary-level core course. Specifically, for every course Level Code section, an LEA must indicate whether the given course section is one of the following:  An NCLB elementary core course.  An NCLB secondary core course.  Not an NCLB core course. 9.16 SEID For every course section, LEAs must provide the individual (Statewide SEIDs for the teachers teaching the given course sections. Educator Identifier) 9.24 Distance This code indicates whether a course section is a Distance Learning Learning course section. Distance Learning course sections Indicator are excluded from HQT calculations.

When should HQT statuses should be reviewed and updated prior to the start of the school year as thes teacher assignments and classes are being finalized. e data be upd ated in local syst ems ?

Staff not The following staff are not subject to HQT reporting: subj ect  Support or resource teachers to HQT  College professors repo  NPS teachers rting  Classroom monitors for a distance learning course

What reports LEAs are required to certify the following singular NCLB HQT report: mus t Submis- Census Snapshot Re- Name of Report LEA sion Day* Collection port s Window # certi Fall 2 Fall Fall Census 3.4 NCLB Core Course Section fy Day – Compliance – Count by Content and Mid-December Area whe  This report shows the counts n? and percentages of NCLB- compliant core sections – by school, by level (elementary and secondary), and by content area (e.g., English Language Arts, Mathematics, etc.).

What detailed LEAs have access to the following report that provides the detailed data that make up the data certification reports: will LEA Report # Name of Report s 3.5 NCLB Core Course Section Compliance – Detail have  This report shows—by school, by section, and by teacher— to how the teachers meet HQT requirements. help the m certi fy the repo rts?

How does the From these data, CALPADS aggregates and determines the percentages of “NCLB-compliant CDE core sections,” which are the course sections taught by highly qualified teachers.* use the Once CALTIDES is implemented, CALPADS will discontinue collecting data related to data whether teachers are highly qualified to teach given course sections, because those to determinations will be made through CALTIDES. CALTIDES will link teachers’ course crea assignments with teachers’ certifications, authorizations, and HOUSSE and VPSS te information. repo rts? *This excludes any course sections in which the SEIDs are listed as “9999999999.”

What state and The HQT data are used to: federal reports are created  Meet federal NCLB reporting requirements to report “the percentage of core academic from the classes taught by teachers who are highly qualified and the percentage taught by CALPADS teachers who are not highly qualified.” data?

Recommende In order to ensure that HQT data are correct, LEAs are encouraged to take the following d actions for actions: getting the data right  LEAs should involve the credential analysts and curriculum staff in the process to appropriately map each local course code to the state course code.  If given courses are departmentalized, LEAs should report the courses as NCLB secondary-level courses.*  If given courses are self-contained, LEAs should report the courses as NCLB elementary-level courses.*  For courses in middle schools, LEAs should be mindful of whether given courses should be reported as being at the NCLB secondary level or whether they should be reported at the NCLB elementary level. While the determination regarding whether given courses are elementary or secondary-level courses is based on the curriculum, generally, departmentalized courses are considered secondary-level courses, and self-contained courses are considered elementary-level courses. However, independent study and self-contained classes in alternative schools are often exceptions to this generalization.

*Elementary or secondary-level determinations are based on the curriculum – not on the credentials of a teacher, nor the grade level.

Exception for Pull-out/push-in teachers (support or resource teachers) are not required to be highly pull- qualified if the teachers are providing support instruction in an NCLB core subject. out/ pus h-in teac hers

HQT Alternative education programs often provide instruction in multiple subjects in self- requirements contained classroom settings. The HQT requirements for these teachers are listed below. for teachers teaching Requirements multiple subjects in Teachers teaching multiple core academic subjects in self-contained secondary-level alternative classes are required to be highly qualified in each of the subjects they are teaching. education schools Best practices for LEAs

In order to accurately reflect the core subjects being taught in secondary-level classes, and to accurately reflect the highly-qualified statuses of the teachers teaching those subjects, alternative schools should create separate course sections for each subject taught.

Thus, if teachers teaching self-contained secondary-level classes are highly qualified to teach three of four given subjects, for example, the LEAs will be able to indicate those subjects being taught by highly qualified teachers. LEAs should work with their student information system vendors on how to accomplish such scheduling.

If an LEA chooses to report one self-contained course section for a teacher in order to mark the teacher as “highly qualified,” the teacher must be highly qualified in all core subjects that he/she is teaching.

HQT Charter schools have the flexibility to identify courses they consider “core” and “non-core” requ courses per their charters. This allows the charter school the flexibility to assign staff to irem “non-core” courses that may not have the appropriate credential or authorization to teach ents the “non-core” course. Courses identified as “core” and “non-core” per a charter school’s for charter are NOT the same as NCLB core courses. char ter For the purposes of federal reporting for NCLB, all courses that fall within one of the NCLB sch Core Content Areas are considered NCLB core, and require that teachers teaching these ool courses be highly qualified, even if the charter considers the course a “non-core” course per teac their charter. hers

HQT A middle school core class in grades 5–8 consists of: requ irem  Two or more subjects… ents for  Taught over two or more periods… teac  To the same students … hers teac  In the same day. hing mid The table below describes the HQT requirements (i.e., the conditions that must be present dle in order for a teacher to be considered highly qualified) for teachers who are teaching given sch middle school core classes. ool core If the middle school Then, in order to be considered highly qualified, the clas core class is... teacher teaching the course… ses  An NCLB  Is required to hold a multiple-subject credential or a elementary core standard elementary credential and be highly qualified in course, the manner of an elementary teacher as outlined in the NCLB Teacher Requirement Resource Guide.  An NCLB  Is required to hold the appropriate single-subject secondary core authorization (i.e., credential, supplemental course, authorization, or subject-matter authorization) for each subject taught and be highly qualified in each subject as outlined in the NCLB Teacher Requirements Resource Guide.

More For detailed information about NCLB core academic subjects, NCLB teacher compliance infor documentation, and HOUSSE, LEAs should refer to the NCLB Teacher Requirements mati Resource Guide, which is available on the CDE’s Improving Teacher and Principal Quality Web on page at http://www.cde.ca.gov/nclb/sr/tq (or: http://www.cde.ca.gov/nclb/sr/tq/tiiresources.asp). on NCL Each November, the U.S. Department of Education (ED) requires states to report statewide B HQT data on the Consolidated State Performance Report. teac her  For more information about the CSPR, refer to: requ http://www.ed.gov/admins/lead/account/consolidated/index.html (Outside Source - U.S. irem Department of Education). ents In addition, states are required to submit HQT data to the ED at the district and school levels through the EDFacts reporting system.

 For more information about EDFacts, refer to: http://www.ed.gov/about/inits/ed/edfacts/index.html (Outside Source - U.S. Department of Education).

CALPADS Data Guide 172 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 3.7 Dropouts

Introduction LEAs will be required to maintain and submit data related to dropouts by submitting student exit records to CALPADS. The CDE will pull these data from CALPADS in the Fall 1 snapshot collection. This section of this guide will:

 Explain the dropout reporting time frame.  Define terms related to dropouts.  Explain how students will be identified as dropouts.  Explain which entities will get charged with dropout counts.

Definition of a Per federal reporting requirements: drop out The CDE defines a dropout for the CALPADS Fall 1 Submission as a student who meets either of the following two criteria (specific years used are for illustrative purposes):

The student… And…  Was enrolled in grades 7, 8, 9, 10, 11,  Left school prior to completing the 12, or ungraded secondary at some 2008-09 school year; and: time during the 2008-09 school year,  Is not enrolled and attending school as of Fall Census Day, 2009.  Successfully completed the 2007-08  Is not enrolled and attending school school year but did not begin attending as of Fall Census Day, 2009. the next grade (7, 8, 9, 10, 11, 12, U.S.) in the school in which he or she was: NOTE: No-show dropouts are counted in o Assigned; the year in which they failed to show up o Preregistered; or: (although they are to be reported with an o Expected to attend during the exit date of their last day of attendance 2008-09 school year; in the date range of May 15 through August 15).

Dropout The dropout reporting cycle is August 16 of Year 1 through August 15 of Year 2 (i.e., the repo reporting year). rting cycl  For the 2009 reporting year, the dropout reporting cycle is: e August 16, 2008 through August 15, 2009.

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Which reports LEAs are required to certify the following report related to dropout data: mus t Submis- Census Snapshot Re- Name of Report LEA sion Day* Collection port s Window # certi Fall 1 Fall Fall Census 1.6 Graduates and Dropouts by fy Day – Subgroup and Mid-December 1.9 Completers and Dropouts – Count whe n? *Fall Census Day is the first Wednesday in October.

What detailed LEAs have access to the following supporting reports that provide the detailed data that data make up the certification reports: will LEA Report # Name of Report s 1.8 Dropouts by Subgroup – Student List have 1.10 Completers and Dropouts – Student List to 1.11 Completer Exits – Count Disaggregated help 1.12 Dropouts – Count Disaggregated the 1.13 Exits – Count Disaggregated m 1.14 Dropouts – State View certi 1.15 Matriculating No Shows – State View fy 1.16 Matriculating No Shows – Student List the repo rts?

Where are A dropout is to be reported at the school from which the student has dropped out, even if drop the school has subsequently closed. outs repo  A dropout will be reported under the original school district in the case of: rted A unification or merger of two or more school districts into a new district. ? o o A school moving from one school district to a new school district.

Dropout types The table below shows the four types of dropouts and associated Student Exit Reason and Codes (the CALPADS code set name for this is “Student Exit Category”) and Student asso School Completion Statuses (the CALPADS code set name for this is “School Completion ciate Status”) used to determine each respective dropout type. d cate Dropout Description Student Exit Category/School gori Type Completion Status es LEA reported  An LEA reported the student  E140: No Known Enrollment. and dropout as a dropout to CALPADS;  E300: Expelled; no Known cod and: Enrollment. es  No subsequent enrollment  E400: Other. record was found within the  T270: Transferred; dropout in reporting period (either from Adult Ed program. August 16 to the following August 15; or from August 16  T380: Transferred to up to [and including] the institution; no high school subsequent Fall Census Day*). diploma.  E230: (paired with a student/ school completion status code) Completer Exit; and o 104: Completed all local and state graduation requirements; failed CAHSEE; or o 360: Completed grade 12 without completing graduation requirements; not a graduate.

Dropout types (This table is continued from the previous page.) and asso Dropout Description Student Exit Category/School ciate Type Completion Status d No show –  An LEA reported the no-show  N420: No Show Same School. cate same school status to CALPADS; and: gori  No subsequent enrollment es record was found within the and reporting period (either from cod August 16 to the following es, August 15; or from August 16 Cont up to [and including] the inue subsequent Fall Census Day*). d NOTE: The exit date for Student Exit Category N420 (No-show same school) is restricted to May 15 through August 15). Determined  An LEA reported that the  E230: (paired with a no show – student was promoted; and: student/school completion matriculated  No subsequent enrollment status code). school record was found within the o 480: Promoted reporting period (either from (Matriculated). August 16 to the following August 15; or from August 16 NOTE: This dropout will be up to [and including] the reported at the state level and subsequent Fall Census Day*). not at the LEA level. Determined  An LEA reported that the  T160: Transferred to another dropout (i.e., student transferred to another California public school. lost transfer) California public school; and:  T165: Transferred to another  No subsequent primary or California public school due to (Refer to “Lost short-term enrollment record specific disciplinary reasons. Transfer” was found within the reporting  T167: Transferred to another further in this period (either from August 16 California public school due to section for to the following August 15; or a school district referral. more detail) from August 16 up to [and including] the subsequent Fall Census Day*).

Who is not a A student is not a dropout if he or she has: drop out?  Transferred to and is attending another public or private educational institution leading toward a high school diploma or its equivalent. This definition does not include adult education programs. See “Transfers to Adult Education Programs” in this section for further explanation.  Received a high school diploma or its equivalent. Equivalents to the receipt of a high school diploma are as follows: o Passed the General Educational Development [GED] Test (resulting in the receipt of a California High School Equivalency Certificate). o Passed the California High School Proficiency Examination [CHSPE]. o Successfully completed the adult education high school diploma program.  Transferred to and is attending a college offering a baccalaureate or associate degree program.  Moved out of the United States.  A temporary school-recognized absence due to suspension or illness.  Verified that he or she is planning to enroll late (e.g., extended family vacation, seasonal work).  Died.  Dropped out of school during the dropout reporting cycle (Year 1) but has re-enrolled within the same reporting period (August 16 to the following August 15) or on the subsequent Fall Census Day (Year 2) (i.e., re-enrolled dropout). See “Re-enrolled Dropout” in this section for further explanation.

Transfers to Students under the age of 21 who enroll in adult education programs during the reporting adul year are counted as dropouts unless the associated school systems remain responsible by t checking the statuses of those students on Census Day, the first Wednesday in October. edu cati Transfers to adult education programs are not considered dropouts if they: on prog  Are enrolled in and are attending the adult education programs; or: ram  Have received GEDs or adult education high school diplomas. s

Transfers to adult education programs are considered dropouts if they:

 Are "no shows" at the adult schools; or:  Have stopped attending the adult schools before completion of the programs.

Re-enrolled  For state-level reporting purposes, any student who drops out during a dropout reporting drop cycle will be counted only once, even though that student may have “dropped out” out multiple times from one or more schools.

 If a student drops out of one school and re-enrolls in another school, the dropout will not be counted in the first school. Any student reported as a dropout by a school district will not be counted as a dropout if a subsequent enrollment in another school is found within the reporting year or on the next Fall Census Day in the statewide data.

 For purposes of reporting dropout counts during a reporting year, students who have dropped out during the dropout reporting cycle (August 16, 2008 to August 15, 2009) and have re-enrolled and have an active enrollment record within the same reporting year or as of the following Fall Census Day (Census Day 2009) will not be counted as dropouts.

Lost transfer For state-level reporting purposes, any student who is reported by an LEA as having transferred to another California public school district during the reporting cycle (August 16th to August 15th of the following academic year)—and cannot be found subsequently enrolled with a primary or short-term enrollment status in a California public school district within the same reporting year by Fall Census Day 2009—is considered a lost transfer and will be counted as a dropout.

What is a no A no show is a student who completed any of grades 6 through 11 during one school year sho and did not begin attending the next grade in the next school year in the school in which the w? student was expected to attend. There are three types of no shows:

 No show–same school.  No show–matriculating school.  Never attended (No show–other).

It is important for LEAs to verify whether given “no shows” are “dropouts” or are merely attending schools other than the schools in which they were expected to attend. If an LEA establishes that Fall 2008 “no show” students assigned to its school are dropouts, the LEA is then responsible for reporting those students as dropouts in the October 2009 data collection.

What does A no show–same school classification refers to a student who: “no show– sam  Completed any of grades 6 through 11 during one school year. e  Did not begin attending the next grade in the same school the following school year. sch ool” mea n?

How is a In order for a student to be classified as a no show–same school student, the LEA must no show– report an exit record for the student in the reporting year in which the student failed to sam attend. This record must contain: e sch  A Student Exit Category Code of N420: No show–same school. ool  A Student School Exit Date that reflects the last day the student attended in the prior clas academic year. sific atio n dete rmin ed?

Which entity The LEA and the school reporting the no show–same school exit will be charged with the will dropout if a subsequent enrollment record is not found on the Fall Census date of the be school year following the school year in which the student was supposed to show up. char ged The dropout count will reflect the grade level and the school year in which the student failed with to show up.

CALPADS Data Guide 179 of 223 3/1/2012 v1.3 Data Management Division California Department of Education a no sho w– sam e sch ool drop out?

What does A no show–matriculating school classification refers to a student who: “no show– matr  Completed the highest grade level offered at a particular school prior to high school icul completion in any of grades 6 through 11 during the school year. atin  Did not begin attending the next grade in another school the following year. g sch ool” mea n?

How is a In order for a student to be classified as a no show–matriculating school student, two things no show– must occur: matr icul 1. The “originating/sending” LEA (i.e., the LEA in which the student had been in atin attendance) must report an exit record for the student in the reporting year in which g the student completed the highest grade level. This record must contain: sch ool  A Student Exit Category Code of E230: Completer. clas sific  A Student/School Completion Status of 480: Promoted (matriculated). atio  A Student School Exit Date that reflects the last date that the student attended n the LEA. dete rmin 2. The “receiving” LEA (i.e., the LEA in which the student had been expected to attend, ed? but in this case never showed up) must submit a record that contains:

 A Student Exit Category Code of N470: Never Attended (no show–other).  A Student School Exit Date that is the same as—or reflects one day prior to— the first day of school for the reporting year in which the student was expected to attend.

NOTE: Student/School Completion Status 480 is not valid for Grade Level 12.

Which entity The LEA and the school reporting the no show-matriculating school exit will NOT be will charged with the dropout. If no subsequent enrollment record is found on the Fall Census be date of the school year following the school year in which the student was supposed to char show up, then the dropout will be attributed at the state level. ged with The dropout count will reflect the grade level and the school year in which the student failed a no to show up. sho w– matr icul CALPADS Data Guide 181 of 223 3/1/2012 v1.3 Data Management Division California Department of Education atin g sch ool drop out?

What does A never attended (no show–other) classification refers to a student who: “ne ver  Was pre-enrolled or registered in any of grades 7 through 12 during one school year. atte  Never attended the school in which he or she was pre-enrolled or registered. nde d  Does not fit the criteria of Student Exit Category N420 (no show–same school). (no sho w– othe r)” mea n?

How is a In order for a student to be classified as a never attended (no show–other) student, the LEA nev must report an exit record for the student in the reporting year in which the student failed to er attend. This record must contain: atte nde  A Student Exit Category Code of N470: Never Attended (no show–other). d  A Student School Exit Date that is the same as—or reflects one day prior to—the (no student school start date. sho w– othe r) clas sific atio n dete rmin ed?

Which entity The LEA and the school reporting the never attended (no show–other) exit will NOT be will charged with the dropout. be char ged with a nev er atte nde d (no CALPADS Data Guide 183 of 223 3/1/2012 v1.3 Data Management Division California Department of Education sho w– othe r) drop out?

CALPADS Data Guide 184 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 3.8 Graduates

Introduction LEAs are required to submit graduation information to the CDE during the Fall 1 Submission window. Graduate information is submitted using the Student School Completion Status Code. The purpose of this section is to:

 Explain the graduate reporting time frame.  Define terms related to graduates.  Explain how students will be identified as graduates and completers.  Explain which entities will get credited with graduate counts.

Graduate The graduate reporting cycle is August 16 of Year 1 through August 15 of Year 2 (i.e., the repo reporting year). rting cycl  For the 2009 reporting year, the graduate reporting cycle is: e August 16, 2008 through August 15, 2009.

Which reports LEAs are required to certify the following report related to graduate data: mus t Submis- Census Snapshot Re- Name of Report LEA sion Day* Collection port s Window # certi Fall 1 Fall Fall Census 1.6 Graduates and Dropouts by fy Day – Subgroup and Mid-December 1.9 Completers and Dropouts – Count whe n? *Fall Census Day is the first Wednesday in October.

What detailed LEAs have access to the following supporting reports that provide the detailed data that data make up the certification reports: will LEA Report # Name of Report s 1.7 Graduates by Subgroup – Student List have 1.10 Completers and Dropouts – Student List to 1.11 Completer Exits – Count Disaggregated help 1.13 Exits – Count Disaggregated the m certi fy the repo rts?

CALPADS Data Guide 186 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 3.8 Graduates, Continued

Definition of a A high school graduate is defined as a student who has received a diploma by meeting all grad local and state high school graduation requirements, including passing the California High uate School Exit Exam.

Who is not a Students with high school equivalencies (e.g., GED or CHSPE) or special education students grad completing Individualized Education Programs who receive certificates of completion are not uate included in the high school graduate counts and are considered completers. ?

Graduates, The table below shows graduates, completers, and the student/school completion status com codes used to determine the respective graduate types. plet ers NOTE: Each graduate and completer exit record must have a Student Exit Category of and E230 (Completer Exit) and a School Completion Status.* asso ciate Type Graduate Completer School Completion Status d Graduate, Standard Yes Yes 100: Graduated, Standard stud High School Diploma High School Diploma; ent (or Graduate with a 106: Graduated with a CAHSEE sch CAHSEE Waiver or Waiver; 108: Graduated with a ool CAHSEE Exemption) CAHSEE exemption com Special Education No Yes 120: Spec Education Certificate pleti Certificate of on Completion stat Adult Education Yes Yes 250: Adult Education High School us High School Diploma Diploma cod Completed GED (and No Yes 320: Completed GED es no Standard High School Diploma) Passed CHSPE (and no No Yes 330: Passed CHSPE Standard High School Diploma)

* NOTE: Readers of this guide should understand that:

 “Student Exit Reason Code” is synonymous with “Student Exit Category.”  “Student School Completion Status” is synonymous with “School Completion Status.”

Explanation: “Student Exit Reason Code” is the public name of the data element, while “Student Exit Category” is its CALPADS Code Set Name.

“Student School Completion Status” is the public name of the data element, while “School Completion Status” is its CALPADS Code Set Name. CALPADS Data Guide 187 of 223 3/1/2012 v1.3 Data Management Division California Department of Education CALPADS Data Guide 188 of 223 3/1/2012 v1.3 Data Management Division California Department of Education Chapter 4: School Types

Introduction This chapter contains information regarding requirements that may be different for specific school types, such as charter schools.

This chapter should give users an understanding of:

 The business rules that certain types of schools should follow with respect to CALPADS reporting.

Topic See Page 4.1 Charter School Reporting 155

CALPADS Data Guide 189 of 223 3/1/2012 v1.3 Data Management Division California Department of Education 4.1 Charter School Reporting

Introduction This section discusses the general rules that apply to charter schools with respect to data reporting and state Pre-ID and assessment administration.

Charter Regardless of funding type, a charter school may elect to report CALPADS data in one of sch two methods: ool repo 1. Independent of its authorizing agency. rtin 2. Through its authorizing agency. g stat The decision regarding which method to report data is up to the charter school us administration, and it is highly dependent on local data administration, data systems, and business practice factors.

An advisable practice would be for the charter school and its authorizing agency to reach consensus regarding the charter school’s reporting status.

Certification A charter school’s authorizing agency will not be prevented from certifying its data when an of independently-reporting charter school misses a certification deadline. However, according data to Education Code Section 47604.32(c):

 "Each chartering authority, in addition to any other duties imposed by this part, shall do… the following with respect to each charter school under its authority: o Ensure that each charter school under its authority complies with all reports required of charter schools by law.”

Conducting Any charter school, regardless of its CALPADS and CBEDS-ORA reporting status, may asse conduct assessments through its authorizing agency or independently from its authorizing ssm agency. However, as a best practice, a charter school should use the same reporting status ents for CALPADS/CBEDS-ORA as it used for reporting Pre-ID and statewide assessment data. For example, a charter school reporting data independently to CALPADS/CBEDS-ORA should also conduct statewide assessments (e.g. Pre-ID, etc.) independently from its authorizing agency.

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A new charter A new charter school must inform the California Department of Education of its reporting sch status before a County-District-School (CDS) code will be issued by the California ool Department of Education’s Educational Demographics Office. This reporting status must mus stay in effect through the end of the reporting year (the reporting year begins July 1 and t ends June 30 of the following year). infor m The charter school must complete and submit a Charter School Reporting Status Change the Form, which is located on the Charter School Web page at CDE http://www.cde.ca.gov/ds/sp/cl/charterschools.asp. of its repo rting stat us

Business The following business rules apply to reporting status maintenance. rule s  A charter school’s reporting status is a decision made at the local level by the charter appl school. This status may be changed annually during the specified time frame icabl (May 1 – May 31). e to A charter school’s reporting status will not change unless the charter school repo o rtin submits a Charter School Reporting Status Change Form during the May 1 – May g 31 time frame. stat o A reporting status change form must be sent by a charter school and not its us authorizing agency. mai nten o The CDE encourages the charter school and its authorizing agency to work ance together on the decision to change the reporting status of the charter school.  A request made by a charter school to change its reporting status must be postmarked by May 31 in order to be approved for the upcoming reporting year. Requests postmarked after the May 31 deadline shall be considered on a case-by-case basis.  A charter school’s reporting status shall not change after the May 31 deadline and through the end of the subsequent reporting year (this time frame is about thirteen months, as the reporting year ends June 30). o As part of the County-District-School (CDS) Code application process, the CALPADS and CBEDS-OPUS reporting status must be indicated on the form before the form is complete and will be accepted. The reporting status must stay in effect for at least that reporting year (July 1 through June 30).  No change shall be made to a charter school’s reporting status without a signed CDE Charter School Reporting Status Change Form indicating that the charter school administrator has read and understands the CALPADS data maintenance and reporting requirements.

CALPADS Data Guide 191 of 223 3/1/2012 v1.3 Data Management Division California Department of Education  Once a reporting status change has been made, the school’s authorizing agency shall be notified by the CDE.

Business  Independently-reporting charter schools that fail to certify data by the CALPADS rule reporting deadlines shall have no data reported. Authority to report charter school data s shall not revert back to the authorizing agencies for reporting and certification. appl However, it is the responsibility of the authorizing LEA to ensure that the charter icabl school fulfills its state reporting requirements. Data for independently-reporting e to charter schools will be used in the authorizing agency’s district-level calculations for repo Adequate Yearly Progress and the Academic Performance Index. rtin g  For charter schools reporting data through their authorizing agencies: stat o The authorizing agencies may grant charter schools access to the charter school us data by providing a charter school role through the LEA CALPADS Administrator mai functions. nten ance o CALPADS does provide the authorizing agencies with the ability for charter , schools to send data directly to CALPADS. However, the authorizing agencies are Cont still responsible for certifying the data. Thus, in these cases, LEAs may require the inue charter schools to send their CALPADS data through their authorizing agencies. d  Each charter document for a charter school must contain a process to be followed should the school close. This process must contain specific procedures dealing with the transfer and closure of student records at the school, which includes the submission of records to exit any open enrollments in CALPADS. If the charter school served any students in grades 7-12, the Fall 1 certification must be completed the following year to certify the graduate and dropout data for the charter.  If an independently-reporting charter school closes before exiting its enrollments in CALPADS, the school’s independently-reporting status remains, and the authorizing agency will be issued an LEA administrator account to enable the agency to exit any open student enrollments and to complete the Fall 1 certification.  If the authorizing agency fails to exit students for a closed charter school, then a state administrator will exit open enrollments by populating the Student Exit Reason Code (Field 1.27) with a Student Exit Category Code of E400 (OtherReasonUnknown). Using the Student Exit Category Code of E400 (OtherReasonUnknown) could potentially affect graduation and dropout calculations for the authorizing agency.  If an independently-reporting charter school becomes reauthorized under a new authorizing agency, the charter school’s CD code will change, and all open enrollments will be transferred to the new charter school. The charter school will responsible for resolving any CCE or MID anomalies tied to its former status, and if the charter served any students in grades 7-12, the Fall 1 certification must be completed for its former status.

Business  If an independently-reporting charter school becomes inactive, meaning they are not rule closed but are not operating in the current school year, the charter school will lose its s independently-reporting status and will be moved to be a school within the authorizing appl agency. icabl All open enrollments must be closed by the authorizing agency. This may be e to o repo completed by charter school staff, but it will require the authorizing agency to rtin create user accounts that will allow charter staff to exit the students. g o The authorizing agency must also submit a request to put the charter school on the stat Excluded Schools list. Note that the charter school will only be put on the Excluded us Schools list once all open enrollments have been closed. mai nten ance , Cont inue d

Changing Should a charter school wish to change its reporting status, the charter school must send a repo completed and signed Charter School Reporting Status Change form to the CALPADS rting Operations Office by e-mail at [email protected] or by fax at 916-327-0194. stat us The Charter School Reporting Status Change form is located on the Charter School Web page at http://www.cde.ca.gov/ds/sp/cl/charterschools.asp

Suggested Prior to making a change in its reporting status, a charter school should discuss the change prac with its authorizing agency. Consensus should be reached between a charter school and tice its authorizing agency regarding the charter school’s decision to change, to ensure that rega high-quality data can be easily maintained and reported to CALPADS. rdin g Once the change has been implemented in CALPADS, charter staff and/or the authorizing cha agency should contact the CALPADS Service Desk for guidance on how the change will nge affect current data submission practices for the LEA. s to repo rtin g stat us

Business The following business rules apply to the Pre-ID process and state assessment rule administration. s appl  Independently-reporting charter schools may submit Pre-ID files to the test vendor CALPADS Data Guide 194 of 223 3/1/2012 v1.3 Data Management Division California Department of Education icabl and may administer assessments either independent of their authorizing agencies or e to through their authorizing agencies. the Pre-  Charter schools reporting CALPADS data through their authorizing agencies may ID submit Pre-ID files to the test vendor and may administer assessments either proc independent of their authorizing agencies or through their authorizing agencies. ess and ass ess men t adm inist ratio n

CALPADS Data Guide 195 of 223 3/1/2012 v1.3 Data Management Division California Department of Education Chapter 5: Appendices

Contents This chapter contains the following appendices:

Topic See Page Appendix A CALPADS Certification Windows 160 Appendix B CALPADS Certification Reports – Summary 162 Appendix C Transition from Previous Methods of Data 166 Collections to CALPADS Appendix D Student Exit Reason Code and Student 170 School Completion Status: Descriptions Appendix E Acronyms and Other Abbreviations 184

CALPADS Data Guide 196 of 223 3/1/2012 v1.3 Data Management Division California Department of Education Appendix A: CALPADS Certification Windows

Introduction This appendix is intended to help users of this guide understand the submission windows for CALPADS. The content in this appendix is excerpted from the CALPADS File Specifications.

Certification The content below is an excerpt from Section 1.5.2 of the CALPADS File Specifications. sub For further detail on CALPADS submissions or specifications, refer to the CALPADS File miss Specifications. ions Certification Submissions (excerpted from Section 1.5.2 of the CALPADS File Specifications)

The California Department of Education has identified the following CALPADS data submissions to support state and federal reporting needs for the Fall, the Spring, and at the end of the academic year:

 Fall 1 – Annual Enrollment Update/Title III Eligible Immigrants.  Fall 2 – Course Enrollment/Staff Assignments/English Learner Services.  Spring 1 – English Learners Acquisition Status/Title III Eligible Immigrants.  End-of-Year 1 – Course Completion/Career Technical Education.  End-of-Year 2 – Program Participation.  End-of-Year 3 – Discipline/Truancy.  End-of-Year 4 – Waivers.

Each snapshot collection window will require the LEA submission of one or more of the file formats specified in this document. For example, the Annual Enrollment Update data collection that occurs in the fall will require the submission of the following file formats:

 SSID Enrollment.  Student Information.  Student Program.

Figure 1-8 on the following page identifies the CALPADS file formats required for submission during each data collection window.

CALPADS Data Guide 197 of 223 3/1/2012 v1.3 Data Management Division California Department of Education Appendix A: CALPADS Certification Windows, Continued

The figure below identifies the CALPADS file formats required for submission during each data collection window.

(excerpted from Section 1.5.2 of the CALPADS File Specifications)

CALPADS Data Collection Periods, Windows, and Required File Formats

Fall Spring End of Year 1 – Annual 2 – Course 1 – English Enrollment Enrollment/ Language 1 – Course Update/ Staff Acquisition Completion 2 – 3 – Title III Assignment / Title III / Career Program Discipline 4 – Eligible / EL Eligible Technical Participatio / Waiver File Immigrants Services Immigrants Education n Truancy s SSID/Enrollment R(1) U U U U U U Student Information R(2) U R U U U U Student Program R(3) U U U R Student Health (4) Course Section R R Student Course Section R R Staff Demographics R U Staff Assignments R Student Waivers R Student Discipline R

R = Required submission for the specified data collection. U = Updated data submitted if data in CALPADS are not current. (1) Include all SSID/Enrollment records for students actively enrolled as of Fall Census Day, the first Wednesday in October, who have not been reported previously. Include all SSID enrollment records for students (including any graduates, dropouts, and withdrawals) who have not been reported previously. (2) Include all Student Information records for the current academic year, with an effective start date between July 1 and Fall Census Day, for students actively enrolled and receiving instruction/services as of Fall Census Day, the first Wednesday in October. (3) Student eligibility for Title I Part C Migrant, Gifted and Talented Education, and student participation in Special Education must be up-to-date for the Fall 1 submission. If there are no changes to student eligibility for or participation in these programs, no updates need be provided. Eligibility for the National School Lunch Program, however, must be submitted each year. (4) Submission of these data to CALPADS is optional.

CALPADS Data Guide 198 of 223 3/1/2012 v1.3 Data Management Division California Department of Education Appendix B: CALPADS Certification Reports – Summary

Introduction The table below summarizes all the certification and supporting reports for each submission available to LEAs in the fall, spring, and end-of-year (EOY) snapshot collection windows. LEAs are only required to certify the certification reports. The supporting reports provide drill-downs of the summaries found in the certification reports, and they may be used by LEAs to help validate their data.

Report Fall Fall Spring EOY EOY EOY EOY ODS 1 2 1 1 2 3 4 1.1 - Enrollment - Primary Status by Subgroup C S

1.2 - Enrollment - Primary Status Student List S S

1.3 - Enrollment - Primary Status Disaggregated S S

1.4 - Enrollment - State View S

1.5 - Enrollment - By Status Disaggregated S S

1.6 - Graduates and Dropouts by Subgroup C S

1.7 - Graduates by Subgroup - Student List S S

1.8 - Dropouts by Subgroup - Student List S S

1.9 - Completers and Dropouts - Count C S

1.10 - Completers and Dropouts - Student List S S

1.11 - Completer Exits - Count Disaggregated S S

1.12 - Dropouts - Count Disaggregated S S

1.13 - Exits - Count Disaggregated S S

1.14 - Dropouts - State View S

2.1 - Title III Eligible Immigrants - Count C

2.2 - Title III Eligible Immigrants - Count by Birth S S S Country 2.4 - English Learner Education Services - Student C S Count Unduplicated 2.5 - English Learner Education Services - C S Unduplicated Count of Teachers Providing EL Services 2.6 - English Learner - Count by Primary Language S S

CALPADS Data Guide 199 of 223 3/1/2012 v1.3 Data Management Division California Department of Education Appendix B: CALPADS Certification Reports – Summary, Continued

Report Fall Fall Spring EOY EOY EOY EOY ODS 1 2 1 1 2 3 4 2.7 - English Learner Education Services - Student List S S

2.8 - English Language Acquisition Status - Count by S C S Primary Language 2.9 - English Language Acquisition Status - Census C Comparison 2.11 - English Learner Instructional Plan - Count of S S ELs by Instructional Strategy 2.12 - English Language Acquisition Status - ELs C Reclassified RFEP 2.13 - English Language Acquisition Status - ELs S Reclassified RFEP Student List 3.1 - Class Size - by Content Area S S

3.2 - Class Enrollment - by Content Area S S

3.3 - Class Enrollment - Student List S S

3.4 - NCLB Core Course Section Compliance - Count C S by Content Area 3.5 - NCLB Core Course Section Compliance - Detail S S

3.6 - Course Section Enrollment - Count by Content C S Area 3.7 - Course Section Enrollment - Count and Details S S

3.8 - Course Section Enrollment - Student List S S

3.9 - Course Sections Completed - Count by Content C S Area for Departmentalized Courses 3.10 - Course Sections Completed - Count and Details S S for Departmentalized Courses 3.11 - Course Sections Completed - Student List for S S Departmentalized Courses 3.12 - Career Technical Education Participants - Count C S Disaggregated 3.13 - Career Technical Education Participants – S S Student List 3.14 - Career Technical Education Concentrators and C S Completers - Count by Pathway 3.15 - Career Technical Education Concentrators and S S Completers – Student List 3.16 - Educational Options Course Completion - S S Student Count

Report Fall Fall Spring EOY EOY EOY EOY ODS 1 2 1 1 2 3 4 4.1 - Staff - Count and FTE by Job Classification C S

4.2 - Staff - Count and FTE by Job Classification S S Disaggregated 4.3 - Staff Teaching Assignments - Detail S S

4.4 - Staff Profile - List S S

4.5 - Staff Non Classroom Based or Support S S Assignment - Detail 5.1 - Program Participants - Count C S

5.2 - Program Participants - Title I Part A Basic S S Targeted Services 5.3 - Program Participants - Student List S S

5.4 - Homeless Students Enrolled C S

5.5 - Homeless - Student List S S

6.1 - CAHSEE Waivers and Exemptions - Count C S

6.2 - CAHSEE Waivers and Exemptions - Count S S Disaggregated 6.3 - CAHSEE Waivers and Exemptions - Student List S S

7.1 - Discipline Incidents - Count by Most Severe C S Offense 7.2 - Discipline Incidents - Student List S S

7.3 - Discipline Actions - Count C S

7.4 - Discipline Actions - Count by Offense C S

7.5 - Discipline Offenses - Student List S S

7.6 - Discipline Actions - Persistently Dangerous C S Offense Expulsions 8.1 - Student Profile - List S S S

8.1a - Student Profile Exits - List S S

8.1b - Student Profile Dropouts - List S S

8.1c - Student Profile Dropouts - State View - List S

8.2 - Socio-economically Disadvantaged - Student List S

Report Fall Fall Spring EOY EOY EOY EOY ODS 1 2 1 1 2 3 4 9.1 - Multiple Identifier (MID) Anomalies Unresolved S S

9.2 - Multiple Identifier (MID) Anomalies Resolved S

10.1 - Exit Reason Discrepancy (ERD) Anomalies S S

11.1 - Concurrent Enrollment (CCE) Anomalies S S

12.1 - SSID Anomaly Status S S

Table C = Certification Report S = Supporting Report Courses 2 = SSID Enrollment Online 3 = SSID Enrollment Batch 4 = Fall Submissions 5 = Later Course

CALPADS Data Guide 202 of 223 3/1/2012 v1.3 Data Management Division California Department of Education Appendix C: Transition from Previous Methods of Data Collections to CALPADS

Introduction This appendix is intended to assist LEAs during the transitional period from previous data collection methods to CALPADS. This appendix will be omitted from this guide at some point in the future.

This appendix illustrates types of information that have been collected previously through three other reporting methods:

 The County/District Information Form (CDIF).  The School Information Form (SIF).  The Professional Assignment Information Form (PAIF).

The following tables illustrate:

 Where the given information was previously collected (via CDIF, SIF or PAIF).  Where the given information will now be collected.

CDIF The information in the following table was previously requested through the County/District Information Form. The column at the right lists the new collection method for this information.

Title Description New Collection Method Classified staff Number of staff members by type, CBEDS/ORA gender, and racial/ethnic designation. Gifted and talented Number of students by gender and CALPADS education racial/ethnic designation. Teacher hires Estimated number of hires by subject CBEDS/ORA area for the current school year. High school graduation By subject area, the minimum units CBEDS/ORA requirements required for a high school diploma. Student interdistrict Number of students who are CALPADS transfers interdistrict transfers.

CALPADS Data Guide 203 of 223 3/1/2012 v1.3 Data Management Division California Department of Education Appendix C: Transition from Previous Methods of Data Collections to CALPADS, Continued

SIF The information in the following table was previously requested through the School Information Form. The column at the right lists the new collection method for this information.

Title Description New Collection Method Classified staff Number of staff by type, gender, and CBEDS/ORA racial/ethnic designation. Enrollment in selected Number of students in grades 7-12 CALPADS high school courses enrolled in selected mathematics and science courses, by gender and racial/ethnic designation. Career technical Number of students in grades 9-12 CALPADS education enrollment enrolled in career technical education courses, by gender and racial/ethnic designation. Educational options Number of participating students by Some will go into program type, and the total CALPADS; some unduplicated count of educational into ORA; and some option students. will not be collected anywhere.* Technology Number of computers used for CBEDS/ORA instruction-related purposes, and the number of classrooms with access to the Internet. Educational calendar Type of calendar on which the school CBEDS/ORA operates.

*Details regarding the new collection methods for Education Options are listed in the table that follows.

SIF, The table below lists how the data in Educational Options—previously requested through Continued the School Information Form—will now be collected.

Types of Educational Options New Collection Method (K-8 and 9-12)

1 Alternative Schools and Programs of Choice CBEDS/ORA 2 AVID CALPADS 3 California Partnership Academies CALPADS 4 Independent Study (not Adult Education students) CALPADS 5 International Baccalaureate Programs CALPADS 6 Magnet Schools or Programs CBEDS/ORA 7 Opportunity CALPADS 8 Pregnant/Parenting CALPADS 9 Smaller Learning Communities CBEDS/ORA 10 Specialized Secondary Programs CALPADS 11 Thematic Schools and Programs CBEDS/ORA 12 Other Not Collected

PAIF The information in the following table was previously requested through the Professional Assignment Information Form. The column at the right lists the new collection method for this information.

Title Description New Collection Method County, district, school Used as a location identifier for data CALPADS name reported in the system. Highest educational level Provides statistical description of the CALPADS educational level of professional staff. Racial/ethnic designation Provides totals for each category for CALPADS state and federal reporting. Gender and birth date Used for statistical computation of age CALPADS and gender for descriptive and planning purposes, especially supply and demand studies. Educational service Provides statistical description of CALPADS educational experience of professional staff; used for transiency and mobility studies. Assignment or course Provides descriptive data for classes CALPADS and non-teaching assignments. Position Used to prepare statistics on the CALPADS employment status of professional staff. Teaching credentials Used to project the needs for teacher Collected through training. the Commission on Teacher Credentialing (CTC)

CALPADS Data Guide 206 of 223 3/1/2012 v1.3 Data Management Division California Department of Education Appendix D: Student Exit Reason Code and Student School Completion Status Descriptions

Introduction LEAs are required to submit exit information to the CDE on an ongoing basis, and they are required to certify their exit information during the Fall 1 submission. Student exit reason code and student school completion status are elements used to submit exit information to the CDE during the academic year.

This section identifies:

 Valid grade levels for each student exit reason code and student school completion status.  How each code and status will be grouped (e.g., dropout, graduate, transfer, completer, lost transfer) for state and federal reporting purposes.

Student Student Exit Reason Code exit reason cod When a student exits a school, the LEA must submit an exit date and a student exit reason e code to CALPADS. versus stud The student exit reason code refers to the category or condition under which a given ent student has left/exited a school in the California public educational system. sch ool NOTE: “Student exit reason code” is the public name of the data element, while its com CALPADS Code Set name is: Student exit category. This distinction is mentioned here pleti because the CALPADS Code Set name is the one used on the following pages. on Readers of this guide should simply understand that “student exit reason code” is stat synonymous with “student exit category.” us Student School Completion Status

If a student exited a school because he or she completed a given academic program (Student Exit Category E230: Completer Exit), then the LEA must also submit a student school completion status.

The student school completion status is defined as a student's state of completion of an academic program in a given educational service institution.

NOTE: “Student school completion status” is the public name of the data element, while its CALPADS Code Set Name is: “School completion status.” This distinction is mentioned here because the CALPADS Code Set name is the one used on the following pages. Readers of this guide should simply understand that “student school completion status” is synonymous with “school completion status.”

CALPADS Data Guide 207 of 223 3/1/2012 v1.3 Data Management Division California Department of Education Appendix D: Student Exit Reason Code and Student School Completion Status Descriptions, Continued

Student exit The following table shows how the various student exit categories will be grouped for state cate and federal reporting purposes. Note that the term used here is student exit category, which gory is the CALPADS Code Set name for student exit reason code (the two are synonymous).

Student Description Dropout Graduate Completer Grade Level Notes Exit Category E125 PriorComplSpecEd: No No No 7-12, Student exited a special ungraded education transition program secondary, and was previously reported (K-6, as receiving a special ungraded education certificate of elementary completion, passing the optional). CHSPE, or passing the GED test. E130 Died: No No No 7-12, A school or LEA Student died while enrolled ungraded must have written in school or student secondary, confirmation that a completed the year and was (K-6, student is expected to return, and died ungraded deceased before during the summer break. elementary removing the optional). student from the cohort (34 C.F.R. §200.19(b)(1)(ii)(B)). A letter from a parent or an obituary is sufficient documentation. Official written documentation of a student’s death, such as a death certificate, is not necessary. E140 NoKnownEnroll: Yes No No 7-12, LEAs should Student withdrew from/left ungraded include those school and there is no secondary, students who left evidence that the student is (K-6, school due to in an academic program ungraded pregnancy. toward a diploma or its elementary equivalent. Includes optional). students who leave school for a job, marriage, etc. Note: Do not use this code for “no shows.”

Student Description Dropout Graduate Completer Grade Level Notes Exit Category E230 CompleterExit: This This This 7-12, This depends on the Student left school after depends depends depends ungraded School Completion completing his/her academic on the on the on the secondary, Status element. program at this school. School School School (K-6, (This code must be Completio Completio Completion ungraded accompanied with a School n Status n Status Status elementary Completion Status) element. element. element. optional).

E300 ExpellNoKnownEnroll: Yes No No 7-12, Student left school after ungraded being expelled, was secondary, subsequently referred to (K-6, another educational service ungraded institution, but never showed elementary up, and attempts to locate optional). the student were unsuccessful. E400 Other: Yes No No 7-12, LEAs should use this Other (reason unknown or ungraded code if they do not not listed in any of the other secondary, know the reason the codes). (K-6, student left the ungraded school. elementary optional). E410 MedicalRsns: No No No 7-12, If the student entered Student withdrew from/left ungraded a health facility, use school due to medical secondary, Code 310. This code reasons. (K-6, is to be used for ungraded serious long-term elementary medical reasons optional). (does not include pregnancy).

Student Description Dropout Graduate Completer Grade Level Notes Exit Category E450 PreK-6Exit: No No No K-6, This code may be Infant or student in pre- ungraded used for all infants, kindergarten through grade elementary toddlers, pre-K, K-6, six, or ungraded elementary, optional. or ungraded exited/withdrew from school. elementary exits. In a unified district, it may be easier for all schools in the district to use the other exit/withdrawal codes so that two different code sets do not have to be maintained in the district.

A student must be reported in grade IN, TD, PS, KN, or 1-6 to use this code. E490 Summer or Intersession No No No 7-12, For local use. This Exit: ungraded may not be an The student exited school secondary, exit/withdrawal from a during a temporary break (K-6, school. such as summer vacation or ungraded year-round intersession, but elementary was expected to return to optional). the same school after the break.

Student Description Dropout Graduate Completer Grade Level Notes Exit Category N420 NoShowSameSchl: Yes No No 7-12, An LEA should use Student completed an ungraded this code when a academic year at a school secondary, student is expected to and did not return to the (K-6, return to and attend same school the following ungraded the school, and the year when the student was elementary student is not in expected to return, and no optional). attendance on the other exit code is reporting date. If appropriate. there is another reason (other than a no show) that the student is not attending, the LEA should use the appropriate exit/withdrawal code (for example, if the student was expected to attend the school, and did not show up, but is known to be attending another California public school, Code 160 should be used).

Student Description Dropout Graduate Completer Grade Level Notes Exit Category N470 NoShowOther: No No No 7-12, An LEA should use Student was pre-enrolled ungraded this code when a but never attended the secondary, student who was school and does not fit the (K-6, never enrolled in its criteria of Student Exit ungraded district or school pre- Category N420. elementary enrolls but is not in optional). attendance on the reporting date. If there is another reason (other than a no show) that the student is not attending, the LEA should use the appropriate exit/withdrawal code (for example, if the student was expected to attend the school, and did not show up, but is known to be attending another California public school, Code 160 should be used).

Documentation To confirm that a given student transferred out, a school or LEA must have “official written stan documentation” that a student has transferred to another school or to an educational dard program that culminates in the award of a regular high school diploma (34 C.F.R. s for §200.19(b)(1)(ii)(B)(1)). Examples of official written documentation include: a request for stud student records from a receiving public or private high school or an educational program ent (that culminates in a regular high school diploma); or a written record of a response from an trans official in the receiving school or program acknowledging the student’s enrollment. A fers conversation with a parent or neighbor of a student, for instance, would not be considered (Stud official written documentation of a transfer. See specific documentation standard for ent students that have transferred out of the US. Exit Cate gory Code s with a “T” prefi x):

(Student transfer codes begin on the following page.)

Student Description Dropout Graduate Completer Grade Level Notes Exit Category T160 TransCASchl: No No No 7-12, This code is also used The student withdrew ungraded for students who leave a from/left school for non- secondary, district school and then disciplinary reasons and (K-6, enroll and attend ungraded another school in the transferred to another public elementary same district. school (within or outside the optional). district) in California. The This code is used for district has acceptable students who exit given documentation of this schools to transfer to transfer. any California public schools, including, but not limited to, alternative schools of choice, early college high schools, middle college high schools, diploma plus high schools, and charter schools.

This code should not be used for transfers that are the direct result of disciplinary actions (T165 should be used instead).

This code is not to be used for students completing the school year/grade who are expected to return to the same school the following school year (E490 should be used if necessary).

This code is not to be used for students completing the highest grade at a middle/ intermediate/junior high and then leaving the school to attend a high school (LEAs should use E230 and then School Completion Status 480).

Student Description Dropout Graduate Completer Grade Level Notes Exit Category T165 TransEnrollDiscip: No No No 7-12, This code is also The student was withdrawn ungraded used for students who from one school due to secondary, are transferring into disciplinary reasons, and (K-6, or out of given transferred to another public ungraded schools as a direct school (within or outside the elementary result of disciplinary district) in California. The optional). actions. district has acceptable documentation of this Schools include, but transfer. Disciplinary are not limited to, reasons include, but are not community day limited to, behavioral issues, schools, county truancy, suspension, community schools, expulsion, and court action. juvenile court schools, opportunity schools, and California Education Authority schools.

A valid 7-digit school code must be provided for the school that the student will be transferring into or out of (expected receiver school). T180 TransPrivate: No No No 7-12, This code is also Student withdrew from/left ungraded used for students school and the district has secondary, completing the received acceptable (K-6, highest grade at a documentation of enrollment ungraded middle/ in a private school in elementary intermediate/junior California. optional). high and leaving the school to attend a private high school. In this case, there is no need for documentation of enrollment in a private school.

Student Description Dropout Graduate Completer Grade Level Notes Exit Category T200 TransUS: No No No 7-12, This code should also Student withdrew from/left ungraded be used for students school and the district has secondary, matriculating from received acceptable (K-6, middle/intermediate/ documentation of enrollment ungraded junior high to a high in another public or private elementary school outside of U.S. school outside optional). California. In this California. case, there is no need for documentation of enrollment in a school outside of California. Also use this code for students who transfer to U.S. territories. Refer to the CSIS Data Dictionary, Appendix B, for a list of U.S. territories. T240 TransOutUS: No No No 7-12, This code should also Student withdrew from/left ungraded be used for students school to move to another secondary, matriculating from country. (K-6, middle/intermediate/ ungraded junior high to a high elementary school in another optional). country. A school or LEA must have written confirmation that a student has emigrated to another country (34 C.F.R. §200.19(b)(1)(ii)(B)), but need not obtain official written documentation. For example, if a parent informs a school administrator that the family is leaving the country, the school administrator may document this conversation in writing and include it in the student’s file.

Student Description Dropout Graduate Completer Grade Level Notes Exit Category T260 TransInAdult: No No No 7-12, Enrollment in an adult Student withdrew from/left ungraded education program— school to enroll in an adult secondary. in the subsequent education program and academic year—must there is evidence that the be verified in order to student is in attendance and use this code. is working toward the completion of a GED A student must also certificate or high school be 16 or older and diploma through an adult reported in grade 7- education program. 12, or U.S., to use this code. T270 TransDropAdult: Yes No No 7-12, This code is also Student withdrew from/left ungraded used when a school to enroll in an adult secondary. student’s enrollment education program in order in an adult education to obtain a GED certificate center and program or high school diploma, but cannot be verified on subsequently dropped out of Information Day. the adult education program. Note: This code is A student must also to be used by the last be 16 or older and secondary (non-adult reported in grade 7- education) school attended. 12 or U.S. to use this code. T280 TransCollege: No No No 7-12, This does not include Student withdrew from/left ungraded pregnancy. school and the district has secondary, received acceptable (K-6, documentation that the ungraded student is enrolled in elementary college, working toward an optional). Associate’s or Bachelor’s degree. T310 TransHealthFacil: No No No 7-12, This code is not for Student withdrew from/left ungraded pregnancies. school and entered a health secondary, care facility. (K-6, ungraded elementary optional).

Student Description Dropout Graduate Completer Grade Level Notes Exit Category T370 TransInstHSDipl: No No No 7-12, This does not include Student withdrew from/left ungraded the following types of school and entered an secondary, schools: Community institution that is not (K-6, day, continuation, primarily academic (military, ungraded juvenile hall, and job corps, justice system, elementary California Education etc.) and the student is in a optional). Authority. For secondary program leading students enrolling in toward a high school these types of diploma. schools, LEAs should use Code T165. T380 TransInstNoHSDipl: Yes No No 7-12, See the notes for Student withdrew from/left ungraded T370. school and entered an secondary, institution that is not (K-6, primarily academic (military, ungraded job corps, justice system, elementary etc.) and the student is not optional). in a secondary program leading toward a high school diploma. T460 TransHomeSchl: Yes No No 7-12, LEAs should not use Student withdrew from/left ungraded this code for students school for a home school secondary, in private schools setting not affiliated with a (K-6, (those schools that private school or ungraded submit private school independent study program elementary affidavits). Also, LEAs at a public school. optional). should not use this code for students in independent study programs through public school districts.

School The following table shows how the various school completion status codes will be grouped com for state and federal reporting purposes. Note that the term used here is school completion pleti status, which is the CALPADS Code Set name for student school completion status (the two on are synonymous). stat us

School Description Dropout Completer Graduate Grade Notes Completion Level Status 100 Graduated, No Yes Yes 7-12, This code is typically used for grade standard high ungraded 12 graduates, although students who school secondary. obtain high school diplomas in diploma. earlier grades and exit the schools would also get this code.

LEAs should not use this code for students who are matriculating from middle/junior/intermediate school to high school. LEAs should use E230 and then School Completion Status 480.

Currently, the CAHSEE is a state requirement for graduation; a student must pass the CAHSEE to be reported under this exit/withdrawal code.

When reporting students with waivers for taking a modified version of the CAHSEE or for being exempt from passing the CAHSEE (previously Codes 106 and 108), LEAs should use Code 100 and provide the students’ waiver information in the Waiver File in CALPADS.

Students must be reported in grade 10, 11, 12, US, or AD to use this code.

School Description Dropout Completer Graduate Grade Notes Completion Level Status 104 Completed all Yes No No 7-12, local and ungraded state secondary. graduation requirements; failed CAHSEE. 106 Graduated No Yes Yes 7-12, with a ungraded CAHSEE secondary. waiver. 108 Graduated No Yes Yes 7-12, with a ungraded CAHSEE secondary. exemption. 120 Special No Yes No 7-12, education ungraded certificate of secondary. completion. 250 Adult No Yes Yes 7-12, education ungraded high school secondary. diploma. 320 Completed No Yes No 7-12, Student must be at least 18 years of GED (and no ungraded age. standard secondary. high school diploma). 330 Passed No Yes No 7-12, Student must be at least 18 years of CHSPE (and ungraded age. no standard secondary. high school diploma). 360 Completed Yes No No 12, grade 12 ungraded without secondary. completing graduation requirements; not a graduate. 480 Promoted No No No 7-11, (matriculated). ungraded secondary.

CALPADS Data Guide 220 of 223 3/1/2012 v1.3 Data Management Division California Department of Education Appendix E: Acronyms and Other Abbreviations

Contents of This section contains a list of acronyms and other abbreviations used in this document. this app endi x

Acronym or Other Abbreviation What it stands for CAHSEE California High School Exit Exam CALPADS California Longitudinal Pupil Achievement Data System Cal-SAFE California School-Age Families Education CBEDS California Basic Educational Data System CDE California Department of Education CDIF County/District Information Form CDS County-District-School CELDT California English Language Development Test CFS CALPADS File Specifications CHSPE California High School Proficiency Exam CIG Credential Information Guide ConApp Consolidated Application CPA California Partnership Academy CSIS California School Information Services CSPR Consolidated State Performance Report CST California Standards Test CTC Commission on Teacher Credentialing CTE Career Technical Education EC Educational Code ED United States Department of Education EDEN Education Data Exchange Network EL English Learner ELA English Language Arts ELD English Language Development EO English Only EOY End of Year FEP Fluent-English Proficient FERPA Family Educational Rights and Privacy Act FTE Full-Time Equivalency GATE Gifted And Talented Education GED General Educational Development

CALPADS Data Guide 222 of 223 3/1/2012 v1.3 Data Management Division California Department of Education Appendix E: Acronyms and Other Abbreviations, Continued

Acronym or Other Abbreviation, What it stands for Continued HOUSSE High Objective Uniform State Standard of Evaluation HQT Highly Qualified Teacher IB International Baccalaureate IEP Individualized Education Program IFEP Initially Fluent-English Proficient LCEN Language Census LEA Local Educational Agency LEP Limited-English Proficient NCLB No Child Left Behind NPS Non-Public Non-Sectarian School NSLP National School Lunch Program ORA Online Reporting Application PAIF Professional Assignment Information Form RFEP Reclassified Fluent-English Proficient ROC/P Regional Occupational Center or Program SDAIE Specially Designed Academic Instruction in English SEID Statewide Educator Identifier SIF School Information Form SIS Student Information System SNOR Student National Origin Report SSID Statewide Student Identifier VPSS Verification Process for Special Settings

CALPADS Data Guide 223 of 223 3/1/2012 v1.3 Data Management Division California Department of Education