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K-12 State Reporting Overview for Administrators
Copyright © 2011, FCMAT/California School Information Services
July 1, 2011
Agenda
State Reporting Changes Reporting Requirements Overview
Why should you care about CALPADS? How CALPADS data are used Submission content
Lessons Learned Best Practices Resources
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Session Objectives
Participants will have an understanding of: How state reporting has transitioned in recent
years The scope of data included in required reporting
and how it is used Lessons learned from successful and
unsuccessful LEAs in state reporting Best practices for data management Resources for data and support
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Transitionsin State Reporting
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Transitions in State Reporting
No Child Left Behind (NCLB) Act of 2001 requires increased accountability for student achievement
California must track individual student enrollment history and achievement data over time
Data required to meet federal NCLB requirements include statewide assessment data, enrollment data, teacher assignment data, and other elements
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Transitions in State Reporting
California’s response to the NCLB accountability tracking requirement
Reporting based on statewide identifiers Statewide Student Identifier (SSID) Statewide Educator Identifier (SEID)
Individual-level data v. aggregate reporting Multiple collections throughout the school year
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Reports Transitioned/ Transitioning to CALPADS
CBEDS Professional Assignment Information form (PAIF) County District Information form (CDIF) – except classified staff, projected teacher
hires and graduation requirements School Information form (SIF) – except selected classified staff, technology counts,
and selected education options enrollment
Language Census (LCEN) Student National Origin Report (SNOR) Carl Perkins
Majority of SECONDARY data (excluding adult participants)
ConApp Discipline and truancy
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Impact of Changes in State Reporting on LEAs
All changes in student enrollments, demographics, and program eligibility/ participation must be reported to CALPADS
Detailed data elements – many not collected previously
Student information systems may not be completely compliant with requirements
Tech staff abandoned by program and site staff
Impact on schools with high mobility
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CALPADS Design
Repository of statewide student identifiers (SSIDs) SSID is key to CALPADS and accountability
systems Data is submitted throughout the year as students
enter and exit schools Multiple collections throughout the school year
Each collection has a set of certification reports that must be verified and certified
Each collection requires two levels of digital certification
CALPADS Users
10
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Why Should You Care About CALPADS?How CALPADS Data Are Used
Submission Content
Reporting Requirements Overview
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Official Enrollment Counts used for:
Budget projections
Multiple enrollment-based funding formulas
Why Should You Care About CALPADS?
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Aggregate data are published on DataQuest to provide the general public aggregate information on the state’s schools
Data are used to respond to report requests from policy makers, researchers, and other entities
Why Should You Care About CALPADS?
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State Reports California Basic Educational Data System (CBEDS) Language Census 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
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How CALPADS Data are Used
Data in CALPADS are aggregated to determine Student Enrollment on Information Day Title III Eligible Immigrants on Information Day Prior Year Completers and Dropouts
Disaggregated by School Grade Race/Ethnicity Gender NCLB Subgroups
English Learners Special Ed Limited English Proficient (ELs and Selected RFEP) Socioeconomically Disadvantaged
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Fall 1 Content Areas
Fall 2 Content Areas
Data are submitted and aggregated based on information day* for
English Learners Certificated staff and assignments Courses offered and which students are enrolled
Summary of certification report content…. Services to English Learners and staff providing those
services NCLB Compliance for Highly Qualified Teachers (HQT) Certificated Staff counts (full-time equivalents) by
assignment
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* Plus 30 days for year-round schools that are off-track on information day
Fall 2 Certification Report Sample
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Spring 1 Content Areas
Data is aggregated based on Spring information day for
English Learners English Learners Reclassified Fluent (RFEP) during
the Report Period Title III Eligible Immigrants
Certification reports include Title III Eligible Immigrants English Learners, RFEPs, IFEPs, and TBD by primary
language Students reclassified during the report period
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End of Year Content Areas
Data is aggregated for the academic year Course completion for 7-12 students in
departmentalized settings Selected program participation Disciplinary incidents and truancies Requested CAHSEE Waivers
Certification reports TBD
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California Basic Education Data System – Online Reporting Application (CBEDS-ORA)
A web-based application to collect LEA: Contact Information Institution information
Address information Student Educational Options Education Calendar School Status
Classified Staff Information
http://www.cde.ca.gov/ds/sd/cb/opuscbeds.asp
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LESSONS LEARNED
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Teamwork!
• CALPADS reporting is NOT an IT project – it is an LEA project
• CALPADS data crosses the LEA
• Understanding the requirements, scope and timing of reporting is critical
• Subject matter expertise is required • Two-level certification – 2nd level is
Superintendent Certify
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The Right Person for the Job
• Get the right person to coordinate
• Mix of technical, operational knowledge, and organizational skills required
• Allocate adequate resources• One person cannot do
everything
• They need your support
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It’s Complicated
• There’s a lot of documentation and terminology• People make assumptions and mistakes• Staff training is critical
• Cannot be done without training
• New interpretations, processing rules, and “fixes” are implemented throughout the year
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Things go Wrong
• There are many single points of failure• And some times it has nothing to do with local action
or inaction
• Small changes can have a big impact• Getting the right SSID can save a lot of time later
• You need a backup plan• And backup staff• Cross-training for key positions
• Sometimes it is the system’s fault
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Things go Right
• Data collected as part of daily operations• Performing regular data audits identifies problems
early• Feedback provided to sites• Incorporate into training and support materials
• Data maintained in CALPADS throughout the school year reduces work at submission time
• Data Management teams create synergy• People working together reduces the overall
workload for everyone
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BEST PRACTICES
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Best Practices for Data Management
Support a functioning Data Management Team
Should be cross-functional Distribute responsibilities
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Best Practices for Data Management
IDENTIFY SYSTEM OF RECORDIDENTIFY SYSTEM OF RECORD
STUDENTSYSTEM
Student NameAddress
Gender - EthnicityBirth date
Parent Info
Disability CodesIEP Info – Services
Student NameGender – Ethnicity
Birth date
SPECIALEDUCATIONTEACHER INFO
NAMEEXPERIENCE
CREDENTIALS
HUMANRESOURCES
FOODSERVICES
FREE/REDUCED INFO
STUDENT NAMEADDRESS
PARENT INFO
Special EdStaff
Special EdStaff
HR StaffHR Staff
Food Service Staff
Food Service Staff
School Site Staff
School Site Staff
DESIGNATE DATA STEWARDSDESIGNATE DATA STEWARDS
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Best Practices for Data Management
Take a systematic approach to systems
Make sure systems can work together
Evaluate the total cost of ownership
Reduce redundancies by linking data systems
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Best Practices for Data Management
Provide staff development for all involved in data collection, reporting and analysis
Support Good Data Entry Practices
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Provide a support system Document Systems and
Processes
Support Data Quality Audit data regularly
Leverage other resources
Best Practices for Data Management
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Summary
Transitions in State Reporting Reporting Requirements Overview Lessons Learned Best Practices Resources
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FCMAT Services
Fiscal Crisis and Management Assistance Team (FCMAT) supports LEAs to fulfill their financial and management responsibilities by providing:
Fiscal oversight and assistance
Management assistance by request
Training and other related school business services
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Resources
CSIShttp://www.csis.k12.ca.us/
CDEhttp://www.cde.ca.gov/
CALPADShttp://www.cde.ca.gov/ds/sp/cl/
CALTIDEShttp://www.cde.ca.gov/ds/td/lo/caltides.asp
CBEDS-ORAhttp://www.cde.ca.gov/ds/sd/cb/
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CSIS Resources
Data Management Resourceshttp://www.csis.k12.ca.us/services/DM/default.asp
CALPADS Job Aideshttp://www.csis.k12.ca.us/library/calpads-training/#JA
CSIS CALPADS Documentshttp://www.csis.k12.ca.us/library/calpads/
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Resources
Listservs CALPADS:
http://www.cde.ca.gov/ds/sp/cl/listservs.asp CSIS:
http://www.csis.k12.ca.us/listserv/ CETPA
http://www.cetpa-k12.org/pub/htdocs/listserv.html
Please Complete Our Survey
http://www.csis.k12.ca.us/survey/calpads-training/
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Questions
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