AAV of the CBEDS Overview Training

This is an accessible alternate version (AAV) of the CBEDS overview training. This document provides text translation to the CBEDS overview training, which is posted as a flash file. The CBEDS overview training (non-AAV) flash file should be the version selected by most users.

CBEDS Overview Training:
Presented by Mary DeMartin and Shirley Kato
California Department of Education, Sacramento, CA
August 2007

Table of Contents

• Overview
• Professional Assignment Information Form (PAIF)
• County/District Information Form (CDIF)
• School Information Form (SIF)
• Data Reporting

Slide 1 – 2007-08 California Basic Educational Data System (CBEDS) Training

Welcome to the CBEDS training. This training is intended for local educational agencies (LEAs) that are responsible for completing and submitting school and district level CBEDS data to the California Department of Education (CDE).

Districts participating in the California School Information Services (CSIS) state reporting process will use the CSIS process to submit data rather than the aggregate submission process described in this presentation.

In addition to this training, there is also a separate presentation that demonstrates how to use the CBEDS data entry assistant (DEA) software to submit your CBEDS data.

For the purposes of this presentation, a LEA is defined as a school district, county office of education, Division of Juvenile Justice Education Services, State Special School, State Board of Education (SBE) Charter, or Statewide Benefit Charter.

Slide 2 – Agenda

This CBEDS training includes:

• An overview of the CBEDS data collection
• A summary of the uses of CBEDS data
• An explanation of the roles and responsibilities of LEAs for collecting and submitting school and district level data to the CDE.
• Detailed instruction on how to accurately report data for each of the three CBEDS forms
• The submission process
• The changes to the data collections

Slide 3 – What is CBEDS?

CBEDS is a statewide data collection, which collects data from county offices of education and school districts. CBEDS gathers information on staff and student characteristics as well as enrollment and hiring practices. Three separate forms are used to collect CBEDS data: the County/District Information Form (CDIF), which collects staff and student data specific to county offices of education and district offices; the School Information Form (SIF), which collects staff and student data specific to schools; and the Professional Assignment Information Form (PAIF), which collects data on certificated staff from all LEAs.

Slide 4 – CBEDS Collection Forms

There are three CBEDS collection forms.

The County/District Information Form (CDIF), which collects county or district level data on the number of classified staff, gifted and talented education (GATE), estimated number of teacher hires, high school graduation requirements, and student interdistrict transfers. One CDIF is submitted for each LEA.

• Last year there were1,052 LEAs.

The School Information Form (SIF), which collects school level data on the number of classified staff, high school graduates, enrollment in selected high school courses, career-technical education enrollment, dropouts, educational options, technology, education calendars, and No Child Left Behind (NCLB) reporting requirements. Each LEA will submit one SIF for each of their schools.

• Last year there were 9,674 schools (including the Division of Juvenile Justice Education Services, State Special Schools, SBE Charters, and Statewide Benefit Charters)   

The Professional Assignment Information Form (PAIF), which collects data on LEA certificated staff specific to their highest education level, racial/ethnic designation, gender, birth year, educational service, course assignment, position, teaching credentials, and NCLB teacher requirements. Each LEA will submit one PAIF for each of their certificated staff.

• Last year there were 358,345 certificated staff (including teachers, pupil services staff, and administrators)

Slide 5 – How Data Are Used

Information collected through CBEDS and enrollment data collected through the Annual Statewide Student Identifiers (SSID) Maintenance are used by the CDE to produce state and federal reports. Data are also used to compute funding for many programs.

After CBEDS data are reviewed and certified, data are available to educational institutions and the general public through the CDE’s Web site at http://www.cde.ca.gov/ds/.

Slide 6 – LEA Responsibilities

Every LEA assigns a CBEDS coordinator who is responsible for ensuring that all school and district level data for the LEA are collected and submitted to the CDE. All CBEDS materials are made available to the CBEDS coordinator by mail, and some materials are available on the CDE’s Web site. It is the CBEDS coordinator’s responsibility to make sure all the schools receive their materials and train school staff, if necessary. The CBEDS coordinator also collects the data from all the schools in the LEA, including charter schools, enters the data into the data entry assistant (DEA) software, resolves all errors, and researches and fixes warnings as needed.

When data for all schools have been collected and verified, the CBEDS coordinator then submits the data via the Internet to the CDE. The CBEDS coordinator will be our point of contact for any questions we may have with the data.

If your LEA is submitting all data via the CSIS state reporting process and there are charter schools not participating in the CSIS submission, then it is the CBEDS coordinator’s responsibility to collect and submit their data to the CDE using the process described in this presentation.

The CBEDS coordinator is also responsible for reviewing the LEA’s data prior to certification. Data for each school and the district-level summary data should be reviewed by the CBEDS coordinator and other appropriate district and school-level staff to ensure that the data are accurate. After the data are submitted, the data may be viewed on CDE’s pre-certification Web site. If, after reviewing the pre-certification Web site, there are changes to be made, the CBEDS coordinator is responsible for submitting these changes to the CDE. The pre-certification Web site is located at http://data1.cde.ca.gov/dataquest/coordlogin.asp.

Slide 7 – Distribution of Materials

The CBEDS materials are mailed to each CBEDS coordinator at the end of August. Each shipment will include:

• A materials list,
• A free CD-Rom containing the CBEDS software,
• CBEDS Administrative Manual(s),
• A List of Expected Schools, and
• A County-District-School (CDS) request form.

Slide 8 – CBEDS Materials List

The CBEDS materials list is a list of the materials you will receive.

• Use this list to inventory materials as soon as they arrive and print more forms if necessary.
• This list also indicates which materials need to be returned to the CDE.
• Your district’s unique password is located at the top of this list.
• The password is used to access the PAIF DEA software as well as the online CBEDS coordinator login page.

Slide 9 – CBEDS Software

The CDE provides the CBEDS software on a CD-ROM. The software contains the 2007 CBEDS PAIF and SIF/CDIF DEAs. Installation instructions are on the inside cover of the CD-ROM case.

Some features of the software include:

• The ability to import and export data.
• Automatic calculation of totals.
• Built-in edit checks so that any errors or warnings (areas of concern) are identified. This reduces the amount of time the LEA staff and CDE staff spend on resolving errors after the data are submitted.
• The ability to view or print school and district-level reports.
• The ability to print extra forms.
• A help system, which contains instructions for each section of the form.
• Electronic data submission via Internet, which allows the CDE to receive data instantaneously.

Slide 10 – Administrative Manual

The CBEDS Administrative Manual is an instruction booklet with sample CBEDS forms which explains:

• The CBEDS data collection process,
• What information is collected,
• How and when information is collected,
• Who provides information for CBEDS, and
• How the information is used.

The Administrative Manual may also be viewed or printed from our Web site at http://www.cde.ca.gov/ds/sd/cb/documents/admin07.doc.

Slide 11 – List of Expected Schools

The list of expected schools is a list of the open schools in your LEA that are expected to submit CBEDS data. The CBEDS coordinator will be contacted if data are not received for all schools on the list or if data are submitted for a school not on this list.

The most up-to-date list is available on the Internet at http://dq.cde.ca.gov/dataquest/coordlogin.asp. To access this site and view your LEA’s list of expected schools, you will need your LEA’s password which is located at the top of this list.

The list of expected schools is designed to be used by LEAs to notify the CDE of updates in school information. The following are the types of changes that can be made using the list of expected schools:

• Changes in grade span,
• Changes in school names,
• School closures, and
• Temporary school closures.

If the list of expected schools contains inaccurate information, please notify the CDE of corrections by making the changes on the list of expected schools and faxing revisions to 916-327-0195, or mailing revisions to the CDE at the address on the list of expected schools. The list of expected schools must be signed by your superintendent.

Slide 12 – CDS Request Form

The CDS request form allows you to request a CDS code for a new school.

• A CDS code is a 14-digit number that identifies the county code (left 2 digits), the district code (next 5 digits), and the school code (last 7 digits).
• We encourage LEAs to request new CDS codes early, as school codes issued after July 1 will not be included in the CBEDS software and will have to be added manually.
• A CDS request form is included in the distribution of materials, however, forms may also be printed from the Internet at http://www.cde.ca.gov/ds/si/ds/.
• School code (0000001) has been created for reporting LEA special education students attending one or more nonpublic, nonsectarian schools (NPS) that are certified to provide special education services to LEA students.

Slide 13 – Data Collection Process

• Wednesday, October 3, 2007, is Information Day. On this day, LEA personnel are requested to provide information regarding school staff, student data, and accountability indicators.
• Train your school staff before Information Day to ensure a smooth and timely reporting cycle.
• Most of CBEDS data are collected on Information Day to avoid duplicate counts.
• Graduate and/or dropout data, however, may be prepared before Information Day, as data are for the previous year.
• Be sure to include data for year-round schools, as they may be off-track on Information Day.
• Data for your charter schools must also be included in the district’s data submission.
• For CBEDS reporting purposes, do not include preschool, adult education, or regional occupational program (ROP)/regional occupation center (ROC) staff or student data in your CBEDS counts.
• Data are due to the CDE on October 31.

Slide 14 – Data Verification Process

• Collect data from schools in your LEA by mid-October.
• Ensure the data are complete and that data have been included for each school in the LEA including charter schools authorized by the LEA.
• After all data entry has been completed or data have been successfully imported into the DEA software, the CBEDS coordinator completes the CBEDS collection by taking the following steps:

• Print out summary reports.
• Review school and district-level reports for accuracy with appropriate LEA staff.
• Review edit checks – resolve all errors, check warnings, and make corrections if necessary.
• Certify and submit the CBEDS data via Internet using the DEA software.
• Review data on the CDE pre-certification Web site and resubmit data using the DEA software if any errors are identified during the amendment window.

Slide 15 – Data Submission Process

• Data are due to the CDE on or before October 31, 2007.
• Do not send paper back up copies or working copies to the CDE.
• If submitting PAIF data on paper, check for accuracy and completeness. Package PAIFS together and use the return address label provided in your shipment. Please use U.S. mail to return paper PAIFs.
• For shipment problems, call the CBEDS staff, at 916-327-0219.

Slide 16 – CDE Processes Data

• Once the CDE receives data from LEAs, the CDE logs in and processes the data.
• The CDE then identifies missing or incomplete data submissions and contacts LEAs regarding their missing or incomplete data.
• Once all data have been received, the CDE analyzes the data and contacts selected LEAs for verification prior to certifying the data.

Slide 17 – Preview Data Before Certification!

Prior to the certification of data, LEAs are encouraged to review their data on the pre-certification Web site.

• This allows LEAs to verify that the data they submitted are accurate and that the data came across to the CDE correctly.
• If inaccuracies are identified, LEAs may make corrections to their data and resubmit data.
• If corrections are made, LEAs may use this Web site to review their data and ensure the corrections were received and processed by the CDE.
• The Web site also allows LEAs to print reports of their data.
• The pre-certification Web site is made available in November and is usually active until data are certified and posted on our Web site.

Slide 18 – CBEDS Pre-Certification Web Site

This is a screen shot of the CBEDS pre-certification Web site. LEAs are encouraged to review their data on this Web site to verify accuracy of the data submitted. There is no requirement to view or verify data using this site.

Slide 19 – CBEDS Pre-Certification Web Site (District SIF Summary)

This is a screen shot of the summary of all SIFs that is available on the pre-certification site.

Slide 20 – File Certification

• LEAs have until February 15, 2007, to review their data and send any necessary amendments to the CDE.
• During the amendment process, the CDE analyzes the data and contacts LEAs if errors or data anomalies are identified.
• Many of the problems CDE identifies with the data are from LEAs still submitting paper PAIFs. You can avoid these phone calls and speed up the certification process by using the PAIF DEA software.
• Once all errors and anomalies are corrected and verified, the data are certified and posted on the CDE Web site. This usually occurs in early spring.
• Occasionally corrections to enrollment, graduate, and dropout data may be made to the file after certification. Please review our policy for data modification on the Internet at http://www.cde.ca.gov/ds/si/ds/certpolicy.asp.
• Correction to other portions of CBEDS will not be changed, however, we do post the notification of corrections submitted after certification on our Web site for reference.

Slide 21 – Significant Dates

The following are significant dates for CBEDS:

• September 4 – CBEDS coordinators receive materials.
• September 14 – CBEDS coordinators should train school staff in collecting and reporting CBEDS data.
• October 3 – Information Day.
• October 31 – Data are due to the CDE.
• November 15 – The CDE notifies district superintendents if CBEDS data are not received by this date.
• February 15 – The last day to submit corrections prior to certification of data. Data are posted on the CBEDS coordinator login page and are available for CBEDS coordinators to verify for accuracy. If corrections need to be made, the CBEDS coordinator makes the changes in the CBEDS DEA software and resubmits the data via the Internet. Data may be resubmitted as many times as necessary up until February 15.

Slide 22 – CBEDS Staff Contact Information

Our contact information is listed by topic or title with corresponding phone numbers. Please do not hesitate to contact us with questions or suggestions.

CBEDS materials and information are also available on the Internet. All CBEDS instructions, software information, letters, key dates, and any other important information related to CBEDS are available on the listed Web page.

Slide 23 – Professional Assignment Information Form (PAIF)

We have completed the CBEDS overview portion of this presentation. Next we will cover the steps necessary to successfully complete the three CBEDS forms beginning with the Professional Assignment Information Form (PAIF). The Professional Assignment Information Form, referred to as the “PAIF,” is used to collect information on each certificated staff member in a school district, county office of education, state special school, or a school under the Division of Juvenile Justice Education Services, formerly known as the California Education Authority.

Slide 24 – PAIF Submission Options Available

LEAs with more than 100 certificated staff are to complete the PAIF using the CBEDS software.

LEAs with 100 or fewer certificated staff have the option to submit the CBEDS PAIF data using the software or on paper.

If you choose to submit your data on paper, you will be mailed a pre-printed form for each certificated staff member to complete. This includes PAIFs for certificated staff employed by your LEA last year and blank forms for certificated staff members who are new to your LEA this year. Completed PAIFs are to be returned to the CDE for key entry.

Slide 25 – CBEDS Software Requirements

If your LEA uses the software to submit the CBEDS data, the minimum requirements for your personal computer are:

• Windows 95, Windows 98, Windows 2000, Windows XP, or Windows NT,
• a CD-ROM,
• eight megabytes of memory (16 is recommended),
• more than 10 megabytes of disk space, and
• an Internet connection.

Slide 26 – PAIF Software

The PAIF software program is on a CD that all LEAs will receive in the mail by September 4th. Instructions for loading the software on to your computer are on the inside cover of the CD case. To access your LEA’s PAIF records, you will need your assigned password, which is printed on the List of Expected Schools included in the package of materials.

The PAIF records on the CD contain pre-loaded biographical information for individuals reported by your LEA in the prior year. You will be given the option of having the course assignment data pre-loaded also.

There are two methods to completing the PAIF information using the software:

• One is to key the information into the software.
• The other is to import the data into the software from a file that meets the required file specifications. Usually these data may be derived from human resources and/or master scheduling systems.

In both cases, your data must pass the software edit checks before you may submit the data to CDE.

If you choose to key the information, you should first update the pre-loaded PAIF data. Delete records for staff no longer in your LEA, move records of staff working at a different school site within your LEA this year, and add PAIFs for new employees.

Slide 27 – PAIF Working Copy Page One

This is the first page of the PAIF working copy. This page contains all the biographical, credential, and authorized teaching information. If your district has data available in a centralized database, you may import the data. However, if the information is not available from a centralized database, you may use the PAIF “working copies” to collect the data from the certificated staff in your LEA. PAIF working copies may be printed from the PAIF DEA software under the “Report/Print” menu.

Slide 28 – PAIF Working Copy Page Two

This is the second page of the PAIF working copy. This page contains the assignment information.

Slide 29 – Using the PAIF Working Copies

This year, CDE will not provide the working copies to the LEAs, as we have in past years. LEAs will be responsible for printing their own working copies from the software.

If you choose to use the working copies, print out the working copies and then distribute them to the schools for staff to complete. Next, collect the completed working copies, and finally, key enter the data from the working copies on to the software.

After the data are keyed, run the software edit checks, resolve any errors, check the warnings, and print out the reports available from the software for your superintendent and the appropriate staff in your LEA to review. After your LEA has certified the data as correct and complete, you will use the PAIF software to submit your CBEDS data to the CDE over the Internet.

Remember, since working copies are forms only to be used to collect the PAIF information and to key from; do not mail the completed working copies to CDE.

Slide 30 – PAIF Software – Edit Screen

This is the Edit screen from the PAIF software. It is from this screen that you may update your information by highlighting the staff person’s name or ID number and then selecting the appropriate button. From this screen you may also access the button for distance learning and nonpublic, nonsectarian school services.

Slide 31 – PAIF Software – List of Reports

This is the Reports screen from the PAIF software. It is from this screen that you may view the errors and obtain a detailed explanation of those errors. From this screen, you may also view the PAIF summary reports that are aggregated from the individual PAIF data that have been entered into the software. These reports are a valuable source to use in verifying that your CBEDS data were reported correctly. The reports also provide you with the data you need for program planning and other data reporting. Following are samples of those reports.

Slide 32 – PAIF Software – NCLB Reports

These are the No Child Left Behind (also known as NCLB) reports. The teacher summary report shows, for each school in your LEA, the number of classes taught, the number of NCLB core classes taught, and the number of NCLB core classes taught by NCLB compliant teachers. The other NCLB report available shows the number of NCLB core classes taught by NCLB compliant teachers, by subject area, for elementary classes and secondary classes. These data will be sent to the U.S. Department of Education.

Slide 33 – PAIF Software – Course Summary Sample Report

This is the course summary report. For each course, this report shows the number of teachers, the total enrollment for the course, the number of classes, the number of classes that meet the UC/CSU requirements for admission, and the average class size. Some of these data will be used on the Academic Performance Index (API) Report.

Slide 34 – PAIF Software – Staff Summary Sample Report

This is the staff summary report. This report displays the number of administrators, teachers, and pupil service staff by gender, racial/ethnic designation, and highest educational level.

Slide 35 – Who Should Complete a PAIF?

Persons completing the PAIF are:

• certificated employees in a certificated position. For example, a third grade teacher, a principal, or a school nurse. Certificated staff who are employed in a classified position do not complete a PAIF. For example, a credentialed teacher employed in a paraprofessional position would not report a PAIF.

Persons completing a PAIF also include:

• university or district interns and pre-interns;
• noncertificated instructors employed in a charter school providing non-core, non-college prep instructional services;
• noncertificated administrators in a charter school;
• noncertificated administrators at the level of assistant or deputy superintendent or higher;
• teachers on emergency permit, provisional internship permit, short-term staff permit, or waiver;
• long-term substitutes.

PAIF assignment data should be completed for:

• distance learning, and
• nonpublic, nonsectarian schools that are certified to provide special education service to public students.

Slide 36 – Who Should Not Complete a PAIF?

The PAIF should not be completed for certificated employees in:

• child care;
• adult education;
• preschool;
• ROP/ROC programs;
• classified employees, including paraprofessionals, office/clerical, and other classified staff;
• short-term substitutes;
• staff not employed directly by the charter school that provide instructional services to charter school students.

Slide 37 – Absentees

A certificated staff person returning after October 31 (such as a teacher on medical leave) is considered a long-term absentee and a PAIF is not reported for that person. Instead, a PAIF is reported for the long-term substitute or the teacher who has responsibility for the class on Information Day.

If a certificated staff person is absent on Information Day, but is returning on or before October 31, the absence is considered “short-term” and a PAIF is reported for the person.

If a class does not have a teacher assigned to it at the beginning of the school year, but instead one or more substitute teachers are assigned to the class through October 31, report a PAIF for the designated long-term substitute or the teacher who has had primary responsibility for the class.

Slide 38 – Staff at More Than One Site

For staff assigned to more than one school in the same district, report only one PAIF and report the staff member at the school where the largest percent of time is spent. Report all assignments for that person, including assignments at other schools, on the one PAIF.

If you have staff that work in more than one district, report the person once in each district. Report the assignment for only that district, and report the person as part-time.

Slide 39 – Biographical Information

This is the biographical section of the PAIF. Following is a review of the data collected on this page.

Slide 40 – Name and District Assigned Staff Identification Number

A unique district assigned staff identification number must be reported for each PAIF; reporting the name is optional.

District assigned staff identification numbers are generated by the LEA. We recommend that you do not use social security numbers as the staff ID. If you choose to use social security numbers, then you must notify your staff that you are reporting their social security numbers to the state in your CBEDS reporting.

PAIFs that were reported without a district assigned staff identification number last year were assigned a number by CDE, which you will see preprinted or preloaded on this year’s PAIF records. You may change the number this year, if you choose to do so, as long as all staff reported on the PAIF for your LEA has a unique district assigned staff ID.

The district assigned staff identification number and name are the PAIF record identifiers that are used to identify and correct errors for this year and are also used to pre-load data for next year.

CDE removes all individual personal PAIF identifiers from the CBEDS file prior to releasing the data to the public.

Slide 41 – Highest Educational Level

This section is for reporting the staff member’s highest educational level. Report degrees that are actually conferred, do not report honorary degrees.

The levels of reporting include:

• less than a Bachelors degree;
• Bachelors;
• Bachelors plus 30 or more semester units;
• Masters;
• Masters plus 30 or more semester units; or
• a Doctorate.

The terms “units” and “hours” are considered the same for reporting this information.

If the staff member has earned quarter hours, you may convert the quarter hours to semester hours by multiplying the quarter hours by (.67).

Slide 42 – Birth Year

For birth year, report the last two digits of the birth year. These data are used to calculate average age data. Before CBEDS data are released to the public, individual birth year data are removed from the CBEDS files.

Slide 43 – Educational Service

The educational service section includes two parts. For the first part report:

• the total number of years of public and/or private educational service in a teaching or certificated position.

The first year of service should be reported as “1.” Therefore, teachers beginning their first year of teaching in September 2007 will report one year of educational service.

Each year, the total years of educational service are incremented by one year by CDE. A staff member who reported as having one year of educational service last year, will have “2 years” pre-printed or pre-loaded on the record this year. So, you do not need to update the years of service for staff reported by your LEA last year.

For the second part report:

• the total years in the district.

Again, the first year in the district should be reported as “1” and the total years in the district are incremented by CDE, by 1 year.

The total years in the district are a subset of the total years of educational service. Therefore, the total years in the district cannot be greater than the total years of educational service.

Slide 44 – Status

In this section, report the current position as:

• tenured;
• probationary;
• long-term substitute, or
• other.

Administrators may report as “other.”

Slide 45 – Full or Part-time Positions

For each PAIF, you must report whether the position is:

• full-time;
• part-time; or
• paid to teach over 100 percent.

The PAIF cannot be processed without this information. Full-time/part-time data are used to calculate the full-time equivalent which is referred to as an FTE. The FTE is the count of full-time and part-time positions added together. For example, 1 full-time position and 1 half-time position would equal a 1.5 FTE.

In some cases, the LEA may consider a staff member as full-time, but for CBEDS reporting, the person is reported as less than full time. This occurs if a portion of the staff member’s assignment is not reported on CBEDS. For example, a full-time teacher teaches 2 high school English classes and 2 ROP classes. Since ROP classes are not to be included on CBEDS, only the 2 high school English classes are reported. For CBEDS reporting, the teacher is reported as part-time at 50% of a full-time position.

Slide 46 – Teach Over 100 Percent

To report a certificated staff person as “paid to teach over 100 percent” the person must be in a full-time position and teaching an extra period or more. For example, an extra period may include teaching an after school math class or teaching a zero period. Teachers who teach during their prep period are also reported as teaching over 100 percent, since their prep time work is completed outside the school day.

Teaching over 100 percent does not include:

• mentor teachers;
• adult education classes;
• ROP/ROC;
• administrative assignments;
• coaching;
• preschool;
• department chair, or
• pupil service assignments.

Slide 47 – Racial/Ethnic Designation and Gender

In this section of the PAIF, report the racial/ethnic designation that most closely reflects the individual’s recognition in the community. One or more racial/ethnic designations may be selected.

Report the gender for each staff member reported on the PAIF.

Both of these data are aggregated and used to produce local and state staff reports on ethnicity and gender.

Slide 48 – Credential/Document Number

For staff in teaching positions, report the credential/document number of the last teaching credential received from the California Commission on Teacher Credentialing (CCTC). This document number is on the teacher’s credential and may include numbers, letters, blanks, or a combination. The number may be looked up on the CCTC Web site at http://www.ctc.ca.gov or if the number is not available at that site, contact CCTC at 888-921-2682.

First year teachers who have not received their credential/document number as of Information Day, should report the credential/document number as “pending.” Teachers who are not in their first year and were never assigned a document number, should report the credential/document number as “NA” if the number is not available through contacting CCTC.

If you have provided CDE with the credential/document numbers in prior years, those numbers will be pre-loaded or pre-printed on this year’s PAIFs. You do not need to update the numbers with more recent credential/document numbers, as long as the previous numbers reported were valid ones.

Slide 49 – Name on Credential

If the certificated staff name on the PAIF is different from the name on the last credential received, report the last name, first name, and middle initial that is on the credential reported in this section.

Slide 50 – Teaching Credential Information

This is the screen from where the years of service are reported and where the types of credentials are reported.

Slide 51 – Type of Teaching Credential(s) Held

Certificated staff reporting a teaching assignment must report the type of credential or credentials held. Report from the following types of credentials:

• full credential,
• university or district internship,
• pre-internship,
• waiver,
• emergency permit, provisional internship permit, or short-term staff permit.

This section is for reporting teaching credentials only, not administrative or pupil service credentials. Report short term staff permits, provisional internship permits, or waivers only if the credentials are being used for the current assignment.

Slide 52 – Authorized Teaching Areas

In this section report the authorized teaching areas.

Slide 53 – Authorized Teaching Areas Reported

For each type of teaching credential you must report one or more authorizations. Report all of the areas that the credential authorizes. Again, these are teaching credentials only and not for administrative or pupil service credentials.

Slide 54 – Assignment Information

For this section report the course assignment information.

Slide 55 – Assignment and Course Title

On each PAIF you will select the course title that best fits the certificated staff member’s assignment. A list of CBEDS assignment codes is included at the end of the CBEDS Administrative Manual. Definitions for the teaching assignments are on the coordinator’s web site http://www.cde.ca.gov/ds/sd/cb/subjects.asp

Slide 56 – Assignment Codes

Assignment codes are listed by type of assignment. The assignment codes are grouped under the following sections:

• self-contained classroom assignments (such as kindergarten or 1st grade);
• independent study assignments; 
• special education assignments;
• support teaching assignments, for the elementary school teacher who is not the primary teacher of record, but is providing instruction to students in multiple classrooms at a school or to multiple schools;
• non-teaching assignments, such as a resource teacher to other teachers, study hall, or classroom monitor for distance learning;
• departmentalized classes, primarily used to report middle and high school class assignments;
• advanced placement courses, AP courses sponsored by the College Board;
• International Baccalaureate courses;
• career technical education assignments, that are not taught in an ROC/P;
• other instruction-related assignments – a section for courses that do not fit under one of the subject areas (such as yearbook);
• administrative assignments, by county/district office or school site; and
• pupil service assignments, by county/district office or school site.

Note that the major changes for the PAIF this year were in assignment codes.

• For special education and independent study, assignment codes by subject area were added;
• several courses in the visual and performing arts were updated; and
• the career technical education courses underwent major modifications.

Slide 57 – Assignment Percents

For each assignment, you must report the percent of time that corresponds to each assignment code. The total percent of time for each PAIF must equal 100 percent for both full-time and part-time positions.

For example, a full-time first grade teacher reports the assignment code for first grade. Since the teacher’s total time is spent in that one assignment, the percent of time corresponding to that assignment is 100 percent.

Another full-time teacher teaches 5 science classes at a school that has a 5 period day. The teacher reports the 5 science assignment codes to reflect each class period. Since each class is equal in time, the corresponding percent of time for each assignment is 20 percent for a total of 100 percent.

For a part-time certificated staff member, the corresponding percent of time is also 100 percent. For example, a teacher is in a position that is 50 percent of a full-time position and teaches three classes of art in a school with a 6 period day. The teacher reports three art assignment codes to reflect each class period. Since the teacher reports the percent of time of his/her total assignment that is spent in each class, the percent of time for each art class will be reported as 33 percent, 33 percent, and 34 percent for a total of 100 percent.

The exception to the “100 percent rule” is if a teacher is “paid to teach over 100 percent”. In that case, the sum of the percents for the assignments should equal over 100 percent. If a full-time teacher has a five period day and also teaches an after school study period, then the teacher will report the five teaching assignments at 20 percent each, and report the extra period at an additional 20 percent, for a total of 120 percent.

Slide 58 – Enrollment in a Class or Course

For teaching assignments only, you must report the number of male students and the number of female students enrolled in the class. These enrollment data are used for course enrollment reports and are also used to calculate average class size data.

Do not include student assistants in the enrollment count, since student assistants are enrolled in the class to help the teacher, they are not enrolled in the class earning credits for that particular subject.

Enrollment is not required for support teaching, non-teaching assignments, and selected teaching assignment codes.

Slide 59 – Grade Level

This section is for reporting the grade level for teaching assignments in subject area and career technical education courses. Do not report grade level for self-contained classes, support teaching assignments, non-teaching assignments, or special education classes.

If there is more than one grade level in the class, report the grade level of the majority of the students in the class. If there are more than two grade levels in the class, and no grade level represents more than 50 percent, report the grade level as “no majority (K-8)” or “no majority (9-12).”

Slide 60 – UC/CSU Course

For all departmentalized courses with a grade level of 7-12, report whether the course meets the University of California or California State University requirements for admission.

Details on the a-g requirements will be provided later in this presentation.

Slide 61 – No Child Left Behind (NCLB) Core Academic Class

The final part to the assignment section is reporting data for NCLB. 

NCLB defines core academic subjects as:

• English,
• reading,
• language arts,
• mathematics,
• science,
• civics and government,
• economics,
• arts,
• foreign language,
• history,
• geography, and
• self-contained multiple-subject elementary classroom.

Also included are:

• multiple subject classroom in which NCLB core academic instruction is provided, and
• career technical education class that meets high school graduation requirements or the UC/CSU requirements for admission.

For each reported teacher assignment, report whether the class is a core academic subject under NCLB by indicating:

• yes, elementary;
• yes, secondary; or
• no.

Title 5 NCLB Teacher Requirements regulations specify that the LEA determines

if an assignment is elementary or a secondary assignment for NCLB purposes. Typically, kindergarten through grade 5 are always elementary, grades 9 through 12 are always secondary, and grades 6 through 8 may be either elementary or secondary.

Slide 62 – No Child Left Behind (NCLB) Compliant Teacher

For each course designated as core, you must report whether the teacher is NCLB compliant.

Indicate whether the teacher is NCLB compliant by reporting:

• yes, education/testing (compliance based on college coursework, passing an approved exam or National Board certification);
• yes, HOUSSE (compliance by a points based process that includes years of experience, core academic course work, professional development, and professional service in the teacher’s respective subject matter areas); or
• no (if the teacher has not yet demonstrated NCLB compliance for this subject area and grade level).

You may refer to the NCLB Teacher Requirements Resource Guide, available on the CDE Web site at http://www.cde.ca.gov/nclb/sr/tq/ and the CBEDS Administrative Manual for detailed information about NCLB core academic subjects, NCLB teacher compliance documentation for non-charter schools, countywide charter schools, and charter schools, and HOUSSE.

Slide 63 – Quick Look at the PAIF

On page 28 of the manual is a table titled “Quick Look at the PAIF”.

You may use this table as a reference to look up the course codes to determine what information needs to be reported for that course. For example, for self-contained elementary assignments you must report enrollment and NCLB data, but not grade level and whether the class meets the UC/CSU requirements for admission.

Slide 64 – Reporting Assignments

Administrators and pupil service staff should:

• report one code for each different assignment
  (for example a certificated staff person whose assignment is principal and counselor would report assignment code 0300 for principal for 50% of time, and assignment code 0400 for counselor for 50% of time).

Elementary self-contained classroom teachers should:

• report one assignment only

(for example a first grade teacher would report assignment code 1001 for 100 percent of time).

Elementary and secondary departmental teachers should:

• report a separate code for each assignment; and
• when selecting the appropriate assignment code, use assignment codes ending in “98” (that represent other math, other science, etc.) only if absolutely necessary.

Combination class (self-contained classroom assignments with 2 or more grades) should:

• report codes 1009, 1010, 1011, or 1012 for 100 percent of time;
• do not split the combination class into two or more assignments, or it will appear that the teacher is teaching two separate classes rather than one combination class.

Slide 65 – Special Assignments

Following are instructions for reporting different types of teaching assignments:

“Core classes” are two subjects taught as one period (for example, an English/history class). For CBEDS reporting, report the class as two separate classes.

Schools with a block schedule or alternate day schedule may have some classes taught on Monday/Wednesday/Friday and the other classes taught on Tuesday/Thursday. Report all the classes assigned to the teacher, not only the classes that are in session on Information Day.

If teachers job share, teaching the same class at different times of the week, each teacher should report all the students in the class and each teacher is reported as part-time.

Slide 66 – Special Assignments (continued)

If teachers are team teaching, both teaching in the classroom at the same time, each teacher is to report half of the students in the class when reporting enrollment for the class.

Teachers who are not providing direct instruction to students for any part of their assignment should report a non-teaching assignment code for that release period. For example, a teacher who is working as a union representative would report the administrative assignment for union representative.

Slide 67 – Special Assignments (continued)

Distance Learning is a televised or Internet broadcast of a course. The teacher of the class is not employed by the LEA and therefore, would not complete the biographical staff related data on a PAIF. Distance Learning data is collected to gather enrollment information for the distance learning classes. Therefore, the LEA indicates on the PAIF that the class is distance learning and only completes the assignment section, not the biographical section.

Nonpublic, Nonsectarian School Services (also know as NPS) data are reported for the LEA’s special education student who receives instruction at a NPS. To collect the enrollment information for the NPS, the LEA indicates on the PAIF that the class is NPS. Since the teacher is not employed by the district, the biographical data are not reported. Assignment data are reported.

Slide 68 – Verify PAIF Data

Now that you have completed your PAIF information, it is very important that you verify your PAIF data. Software users must correct all errors and check all warnings. Run the summary reports for the Superintendent and the appropriate staff in your LEA to review before the data are submitted to the CDE. LEAs submitting the PAIF on paper should check that the data are complete and accurate.

After the data are submitted to CDE, your LEA’s data will appear on the pre-certification site. At this time you will be given the opportunity to review the data once more and make changes if needed.

Amendments are due to CDE by February 15, 2008.

Slide 69 – PAIF Changes

Assignment codes changed in the following sections:

• Visual and Performing Arts,
• Career Technical Education,
• Independent Study, and
• Special Education.

Please review the changes posted on our Web site at http://www.cde.ca.gov/ds/sd/cb/materials.asp.

Definitions for CBEDS Course Codes are posted on the Internet at http://www.cde.ca.gov/ds/sd/cb/subjects.asp.

Slide 70 – County/District Information Form (CDIF)

Now we will cover the steps necessary to complete the County/District Information Form.

Slide 71 – CDIF Reporting Process

All LEAs will use the CBEDS SIF/CDIF software provided on CD-ROM. Paper forms are no longer used.

• The CDIF is included within the SIF software.
• CDIF data are collected from various offices. For example, you may have to contact a counselor to get district graduation requirements.
• CDIF data must be manually key entered into software.
• Prior to submitting data, you should run the data through the software edit checks and resolve all errors, check warnings, and make corrections if necessary.
• SIF/CDIF data are submitted via Internet through the DEA software.

Slide 72 – CBEDS SIF/CDIF Software Requirements

To support the CBEDS SIF/CDIF software, you will need a computer that meets the following requirements:

• a personal computer running Windows 95 or above,
• a CD-ROM drive,
• eight megabytes of memory (16 recommended),
• ten or more megabytes of disk space (this is based on district size), and
• an Internet connection.

Slide 73 – Classified Staff – CDIF (Section A)

Classified staff are employees of the county or district not requiring certification qualifications. Report in whole numbers by gender and racial ethnic designation the unduplicated count of paid full-time and part-time classified staff as of Information Day. To be considered full-time, classified staff members must work a minimum of six hours daily or not less than 30 hours a week.

Only report staff assigned to the county or district office on the CDIF.

• Count each staff member only once.
• Do not report staff already counted on the SIF.

Single school districts report all classified staff on the SIF, not on the CDIF.

If working two positions, report staff once in the position that they serve the majority of their time.

• For example, if Mr. Smith works 40 percent of his day as a secretary, and 60 percent of his day as bus driver, report Mr. Smith as a full-time bus driver in other classified staff.

Paraprofessional or Office Staff/Clerical should:

• If serving at more than one school, report staff only once on the SIF and at the school where they serve the majority of their time.
  
• For example, if Mrs. Smith works full-time as a teacher’s aide at School A two days a week, and full-time as a teacher’s aide at School B three days a week, report Mrs. Smith as a full-time paraprofessional at School B.

Other Classified should:

• If serving at more than one school, report staff on the CDIF.
  
• For example, maintenance workers, business managers, or custodians who work at several schools should only be reported once on the CDIF.

Slide 74 – Classified Staff

This is a screen shot from the SIF/CDIF software. This screen displays where to report county or district office classified staff.

Slide 75 – Gifted and Talented Students – CDIF (Section B)

Students eligible for a gifted and talented education (GATE) program should be capable of demonstrating one or more of the following traits: intellectual, creative, specific academic, or leadership ability; high achievement; or performing and visual arts talent.

• Report students identified as meeting the eligibility criteria for participation in a GATE program by gender and racial ethnic designation.
• Include students participating in GATE programs as well as GATE eligible students not participating in GATE programs.

Slide 76 – GATE

This is a screen shot from the SIF/CDIF software. This screen displays where to report students identified as gifted and talented.

Slide 77 – Estimated Number of Teacher Hires – CDIF (Section C)

Report the projected or estimated number of teacher hires for the 2008-09 school year.

• Only include classroom teaching and specialist positions.
• Report full-time equivalent positions that are new or vacated.
• Report data to one decimal place.

In “Other Specializations” do not include:

• Administrative positions,
• Pupil services positions, and
• Classified positions.

Slide 78 – Estimated Number of Teacher Hires

This is a screen shot from the SIF/CDIF software. This screen displays where to report estimated number of teacher hires.

Slide 79 – High School Graduation Requirements – CDIF (Section D)

This section is only for LEA’s that support grades nine through twelve. If you are an elementary LEA and do not serve high school students, you do not need to complete this section, even if your district authorized a charter high school. To skip this porting of the presentation, click on the “Skip to Section E” button on the bottom of the screen.

For districts serving high school students, complete this section by reporting the minimum number of units your LEA requires for a 2007-08 high school diploma.

• Report the number of units required for each of the subject areas.
• The total units will be automatically calculated and should sum to the total number of units needed to graduate.
• If your district requires any of the specific Mathematics and Laboratory Science subjects listed, report these units in more detail in the appropriate section.
• Report the number of units a one-year course is equivalent to. Typically a one-year course is equivalent to 10 units. For example, if 4 four years and 40 units of English are required for graduation, the number of units in a one-year course would be 10.

Slide 80 – Graduation Requirements

This is a screen shot from the SIF/CDIF software. This screen displays where to report high school graduation requirements.

Slide 81 – Student Interdistrict Transfer – CDIF (Section E)

Interdistrict transfer students are defined as incoming students from a California school district that have voluntarily sought and subsequently received a transfer permit to attend another school district.

• Report the total number of interdistrict transfer students as of Information Day.
• The receiving district reports students with approved transfer permits.
• Interdistrict transfer students are to be counted each year. For example, if a student transfers to a high school for four years, and receives a transfer permit, he/she should be reported in this section each year until he/she graduates.
• Do not include student transfers from out-of-state school districts.

Slide 82 – Student Interdistrict Transfers

This is a screen shot from the SIF/CDIF software. This screen displays where to report Student Interdistrict Transfers.

Slide 83 – Name of Person Completing CDIF

Report the contact information for the person completing the CDIF.

• This information is very important.
• We use this information to contact LEAs when we have questions.
• Remember to include your work phone number and not your home phone number.

Slide 84 – School Information Form (SIF)

We have completed the CDIF portion of this presentation. Next we will cover the steps necessary to complete the SIF. As I mentioned earlier, there are almost 9,700 public schools in CA and we receive SIF data for every one of them. Again, this includes your LEAs charter schools, regardless of their funding model.

Slide 85 – SIF Reporting Process

All LEAs will use CBEDS SIF/CDIF software provided on a CD-ROM. Paper forms are no longer used.

• The SIF and CDIF programs are included as one software application.
• Data are collected from various offices. For example, you may have to contact your personnel department for a current list of classified staff indicated as full-time or part-time and by school site.
• Data may be manually key entered into software, or if data are available electronically, it may be imported into the software, as long as the file meets the CDE’s file layout specifications, which may be obtained from the CBEDS software help system.
• After completing the data entry or importing the data, and prior to submitting the data, you must run the data through the software edit checks and resolve all errors, check warnings, and make corrections if necessary.
• SIF/CDIF data are submitted via Internet through the DEA software.
• Do not submit paper back-up copies.

Slide 86 – Nonpublic, Nonsectarian School (NPS)

An NPS school is a nonpublic, nonsectarian school that enrolls individuals with exceptional needs pursuant to an individualized education plan (IEP), and is certified by the CDE.

• The NPS school code 0000001 was created and added to the SIF DEA for reporting these special education students.
• Graduate, Enrollment in Selected High School Courses, Dropout, and No Child Left Behind (NCLB) data are to be reported for LEA students that receive instruction at NPS schools.
• If LEAs do not have any students attending NPS schools, delete the NPS school from the SIF DEA prior to submitting data.
• For questions on NPS schools, please the Special Education Office, at (916) 327-0202. You may also need to contact your LEA’s special education office for information on NPS students.

Slide 87 – Racial/Ethnic Designation(s) Multiple or No Response

The Multiple or No Response category has been included in all sections of the SIF and CDIF that collect racial/ethnic designation(s).

• The Multiple or No Response category is consistent with the federal standards and provides reporting flexibility.
• It is used for reporting school level data, not individual level data.
• It should be used to report data when:
• A parent or student has selected more than one racial/ethnic designation, or
• A student or parent has not selected a racial/ethnic designation.
• It should not be used as a racial/ethnic category for an LEA’s data system.

Slide 88 – Classified Staff – SIF (Section A)

Classified staff are employees who work at a specific school site. Report in whole numbers by gender and racial ethnic designation the unduplicated count of paid full-time and part-time classified staff.

Report school site staff only.

• Count staff only once.
• Do not report county or district office staff.
• Report long-term substitutes.

For single school districts:

• Report all classified staff on the SIF, not on the CDIF.

If working two positions, report staff once in the position that they serve the majority of their time.

• For example, if Ms. Jones works 40 percent of her day as a secretary, and 60 percent of her day as teacher’s aide, report Ms. Jones as a full-time teacher’s aide under para-professional.

For paraprofessional or office staff/clerical:

• If serving at more than one school, report staff only once on the SIF and at the school where they serve the majority of their time.

For other classified

• If serving at more than one school, report staff on the CDIF.
• For example, maintenance workers or custodians that work at several schools should only be reported once on the CDIF.

Slide 89 – Classified Staff

This is a screen shot from the SIF/CDIF software. This screen displays where to report classified staff.

Slide 90 – School Enrollment

• School enrollment data previously collected in Section B of the SIF will be derived from the October 2007 Annual Statewide Student Identifiers (SSID) Maintenance process.
• Contact CSIS SSID support, at (916) 325-9260 or ssid@csis.k12.ca.us for questions.

Slide 91 – Graduates – SIF (Section B)

(This section is only for LEA’s with current or previous year enrollment in any of grades nine through twelve. If your LEA does not have grades nine through twelve, but has grades seven or eight, you may skip to the next section by clicking on the “Skip to Next Section” button on the bottom of the screen. If your LEA only has grades kindergarten through six, you may skip to the Education Options section by clicking on the “Skip to Section F” button at the bottom of the screen.)

This year LEAs will report all graduate data through the Annual SSID Maintenance process as well as through CBEDS. Your Annual SSID submission will serve as the official source counts for graduates.

A high school graduate is a student who received a diploma since the last CBEDS by meeting all state high school graduation requirements listed on the CDIF and passing the California High School Exit Exam (CAHSEE), except for special education students with exemptions. For questions on CAHSEE, please contact the Standards and Assessment Office at (916) 445-9449.

• Graduate data are for the previous year, so you can prepare your data before Information Day.
• Report special education graduates who receive instruction at a NPS school certified by the CDE.
• Report graduates with high school diplomas only. Do not include:
• General Educational Development (GED),
• California High School Proficiency Exam (CHSPE),
• Adult Education High School Diploma Program, or
• Special Education students completing an IEP
• Include the following as 2007 graduates:
• June graduates,
• Mid-term graduates, and
• Summer school graduates.
• Include graduate data for schools that closed after October 1, 2006.

Slide 92 – Graduates Completing All Courses Required for UC/CSU Entrance – SIF (Section B)

As I mentioned above, this year LEAs will report all graduate data through the Annual SSID Maintenance process as well as through CBEDS. Your Annual SSID submission will serve as the official source counts for UC/CSU graduates.

• These data are a subset of the total graduates by gender and racial ethnic designation.
• Data reported must be less than or equal to total graduates reported.

• Graduates completed all courses required by UC/CSU (includes a-g).

Slide 93 – Graduates

This is a screen shot from the SIF/CDIF software. This screen displays where to report graduates, as well as graduates completing all courses required for University of California or California State University Entrance.

Slide 94 – Intro to UC/CSU Presentation

This is the section as it appears on the SIF and PAIF.

Slide 95 –  Overview

The data collected on the SIF and PAIF regarding the graduates meeting the UC/CSU requirements for admission and courses that meet the UC/CSU requirements for admission are used by legislators and program evaluators as an indicator of college readiness.

Collecting the graduate data may be a challenge to LEAs as the data may not be part of the LEAs Student Information System.

Slide 96 – Overview (continued)

Students must complete all 15 courses in the a-g subjects or fulfill the requirements via validation, test, or college coursework.

In all courses, students must earn a grade of “C” or better. Exceptions are in math and languages other than English where a grade of “C” or better in the second semester validates a first semester “D”.

Slide 97 – UC/CSU a-g Sequence

The 15 required a-g courses are:

• a – history/social science – 2 courses
• b – English – 4 courses
• c – mathematics – 3 courses
• d – lab science – 2 courses
• e – language other than English – 2 courses
• f – visual and performing arts – 1 course
• g – college prep elective – 1 course

The UC/CSU a-g subject requirements are on page 26 of the Administrative Manual.

Slide 98 – Before Calculating

High schools submit to UC their course lists and descriptions. UC determines if the courses meet the UC a-g requirements. The list of courses that are approved by UC for each school is on the UC web site at https://doorways.ucop.edu/list/ (Outside Source)

The list is updated regularly.

When comparing this course list to the school’s course list, pay attention to transcript abbreviation and course numbers as similar course titles are not necessarily in the same category. For example, Environmental Science and AP Environmental Science have similar titles, but it’s possible that only the AP Environmental Science course would meet UC’s requirement for admission.

Slide 99 – UC Web Site

On the UC Web site, this is the page that you will enter the school’s name.

Slide 100 – UC Web Site

After submitting the name of the school, this is the information that will be displayed regarding the school.

Slide 101 – Sample Course List

This is a sample of the course list that will be displayed.

Slide 102 – Community College Courses

Students may also meet the requirements by taking a transferable college course, or by taking in the first 3 years only, non-transferable college courses in mathematics or English from a community college.

A list of courses that are transferable is on the ASSIST Web site at http://www.assist.org/web-assist/welcome.html (Outside Source).

Usually a 3 semester unit or 4 quarter unit at the community college fulfills a year requirement of a high school class.

For math and language other than English, one college course might satisfy more than one year of a high school requirement.

Slide 103 – Test Scores

The a-g requirements may also be met by:

• acceptable scores on the SAT Subject Exams (which vary by test),
• 5 or higher on the International Baccalaureate Higher Learning exams,
• 3 or higher on the Advanced Placement exams.

Minimum eligibility requirements for incoming freshmen may be viewed in detail on “Quick Reference for Counselors” at http://www.ucop.edu/pathways/0506QR.pdf (Outside Source)

Slide 104 – Overview: PAIF

If you are having your teachers provide you with the UC/CSU course entrance requirements information, it is important that you check the data that are reported. Often teachers are not aware whether their course meets the UC/CSU requirements for admission and may not know where to find the answer.

Slide 105 – Contacts

For further clarification of the requirements, you may contact:

• Jeanne Hargrove at the University of California at 510-987-9592 or Jeanne.hargrove@ucop.edu, or
• Jim Blackburn at the California State University at 562-951-4726 or jblackburn@calstate.edu

Slide 106 – Enrollment in Selected High School Courses – SIF (Section C)

This section is only for LEA’s with enrollment in any of grades seven through twelve. If your LEA only has grades kindergarten through six, you may skip to the Education Options section by clicking on the “Skip to Section F” button at the bottom of the screen.

Selected High School Courses are a subset of the Math and Science courses listed in the Administrative Manual.

• Data are reported for grades seven through twelve only.
• Count each student only once in each course category.
• If your district offers these courses at a different time of the year, and the students have been pre-enrolled, include these students in this section.
• Report special education students who receive instruction at a NPS school certified by the CDE.
• The appropriate assignment codes for each course category are listed on page 21 of the Administrative Manual.

Slide 107 – Selected High School Courses

This is a screen shot from the SIF/CDIF software. This screen displays where to report Enrollment in Selected High School Courses.

Slide 108 – Career Technical Education (CTE) Enrollment – SIF (Section D)

(This section is only for LEA’s with enrollment in any of grades nine through twelve. If your LEA does not have grades nine through twelve, but has grades seven or eight, you may skip to the next section by clicking on the “Skip to Next Section” button on the bottom of the screen. If your LEA only has grades kindergarten through six, you may skip to the Education Options section by clicking on the “Skip to Section F” button at the bottom of the screen.

CTE courses, formerly known as Vocational Education, are courses which may be taken to gain job experience in career technical fields.

• CTE enrollment is reported at the school where the student is enrolled in the class.
• Report CTE enrollment for grades nine to twelve only.
• Count each student only once even if the student is taking more than one CTE class.
• If your district offers these courses at a different time of the year, and the students have been pre-enrolled, include these students in this section.
• These data are collected to meet federal reporting requirements, and are not to include enrollment in ROC/P classes.

Slide 109 – Career Technical Education Enrollment

This is a screen shot from the SIF/CDIF software. This screen displays where to report Career Technical Education Enrollment.

Slide 110 – Dropouts – SIF (Section E)

This section is only for LEA’s with enrollment in any of grades seven through twelve. If your LEA only has grades kindergarten through six, you may skip to the Education Options section by clicking on the “Skip to Section F” button at the bottom of the screen.

This year LEAs will report dropout data through the Annual SSID Maintenance process as well as through CBEDS. Your Annual SSID submission will serve as the official source counts for dropouts.

• Dropout data are for the previous year, so you may prepare your data before Information Day.
• A dropout must meet the criteria listed on pages 7-9 of the Administrative Manual.
• The CDE dropout definition matches the National Center for Education Statistics (NCES) definitions.
• Include dropout data for schools that closed after October 1, 2006.
• Report special education students who receive instruction at a NPS school certified by the CDE.
• Dropout guidelines are available on our Web site at http://www.cde.ca.gov/ds/sd/cb/dropoutguide.asp.

Slide 111 – Dropout Definition

The CDE defines a dropout for the October 2007 CBEDS data collection as a person who meets the following criteria:

A student is a dropout if he/she was enrolled in grades seven through twelve at some time during the 2006-07 school year AND left school prior to completing the 2006-07 school year and the student is not enrolled and attending school as of Information Day, 2007.

                                     OR

A student successfully completed any of grades six through eleven during the 2005-06 school year but who did not begin attending the next grade in the school to which he or she was expected to attend during the 2006-07 school year and the student is not enrolled and attending school as of Information Day, 2007.

Slide 112 – Exclusionary Conditions

There are several exclusionary conditions in which a student would not be a dropout. A few of these conditions are:

• The student is attending another school.
• The student received a high school diploma or its equivalent. This would include General Education Development (GED) test, California High School Proficiency Exam (CHSPE), or adult education high school diploma program.
• The student is attending college offering a baccalaureate or associate of arts program.

Slide 113 – Dropout Examples

Example 1:

In this example you can see that the student left school in April prior to completing the previous school year and is still not enrolled on Information Day. Count the student as a dropout if they do not meet any of exclusionary conditions.

• One provision of the Federal dropout definition addresses students enrolled in adult education programs. Unless the district can verify that these students are enrolled in a program or have obtained a GED-based diploma or adult education high school diploma on Information Day the student is counted as a dropout.

Slide 114 – Dropout Examples

Example 2:

This is an example of a no-show and is a little more complicated. As you can see the student successfully completed any of grades six through eleven two years ago, but didn’t start school last year, and the student still was not enrolled on Information Day this year.

Another example of this would be a student who completed grade eight at another school in 2005-06 but who did not begin attending grade nine in the high school to which they were assigned or in which they had pre-registered or were expected to attend by Information Day, 2006. If the student does not meet any criteria in the "Exclusionary Conditions" section, then the high school reports the student as a 2006-07 dropout in grade nine on the October 2007 CBEDS.

• Include students who completed grade twelve, but did not receive a diploma or other certificate.

Slide 115 – Transfers to Adult Education Programs

This is a reiteration of how to report students in Adult Education programs.

These stipulations ensure that students who do not complete a program but for whom the district no longer takes responsibility are counted as dropouts.

Slide 116 – Other Considerations

Other dropout considerations include:

• Obtaining documentation other than transcripts as evidence that students are enrolled in other institutions of higher learning or have received a high school diploma or its equivalent.
• For example, if you receive confirmation from a “responsible adult” that a student is attending a public or private educational institution leading toward a high school diploma or its equivalent in another State, do not count them as a dropout.
• Districts are responsible for determining the status of their "no-show" students.
• Dropouts enrolled in "ungraded secondary" or "adults in K-12 programs" should be counted in the grade closest to their age group.

Slide 117 – Dropout Checklist

• Please review the following dropout checklist. It is included in the Administrative Manual and it is posted on our Web site at http://www.cde.ca.gov/ds/sd/cb/dropoutguide.asp.

We will go over a few dropout examples on each slide.

Example one says a student who meets the definition of a dropout and graduated with a GED or CHSPE certificate is not a dropout.

Example five says a student who meets the definition of a dropout and has not graduated, has not completed an approved program, has not died, and is not known to be in an educational program leading toward a high school diploma or its equivalent is a dropout.

Slide 118 – Dropout Checklist (continued)

This is a continuation of the dropout checklist.

Example seven says a student who meets the definition of a dropout and was suspended or expelled and is not known to be in an educational program leading toward a high school diploma or its equivalent is a dropout.

Slide 119 – Dropout Checklist (continued)

This is a continuation of the dropout checklist.

Example 10 says a student who meets the definition of a dropout and moved out of district or out of state and is not known to be in an educational program leading toward a high school diploma or its equivalent is a dropout.

Slide 120 – Dropout Checklist (continued)

This is a continuation of the dropout checklist.

Example 14 says a student who meets the definition of a dropout and is planning to enroll late (e.g., extended family vacation, seasonal work) is not a dropout.

Slide 121 – Dropouts

This is a screen shot from the SIF/CDIF software. This screen displays where to report dropouts.

Slide 122 – Educational Options – SIF (Section F)

An “educational option” is a course of study which is different from and is an alternative to conventional or regular instruction.

This year the Educational Options section has changed. Program area changes include:

• Enrollment for alternative schools and programs of choice, Advancement Via Individual Determination (AVID), California Partnership Academies, International Baccalaureate program, smaller learning communities, specialized secondary program, and thematic schools were added to the section.
• Enrollment for continuation and community/experienced-based programs are no longer collected.
• Report students in each educational option in which they participate.
• Alternative schools must report data in this section.
• For independent study, only include long-term students and do not include adult education students.
• Remember to report the total unduplicated enrollment for each grade range. For example, if a student participates in AVID, Independent Study, and a Specialized Secondary Program, he/she is counted in each educational option, but only once in the total (unduplicated) row.
• Also report in this section the number of students who took one or more high school class through independent study and graduated or passed the GED or CHSPE. This year LEAs will report all graduate data through the Annual SSID Maintenance process as well as through CBEDS. Your Annual SSID submission will serve as the official source count.

Slide 123 – Educational Options

This is a screen shot from the SIF/CDIF software. This screen displays where to report Educational Option enrollment.

Slide 124 – Technology – SIF (Section G)

The technology section collects data on the number of instruction-related computers and the number of classrooms with Internet connection for each school.

When reporting the number of computers used for instruction-related purposes:

• Count only owned or leased computers used for direct instruction, curriculum development, preparation of instructional materials, or similar activities. Include computers loaned to teachers and students.
• If two schools share a computer lab, both schools may count these computers.

When reporting the number of classrooms that have access to the Internet through at least one computer, keep the following in mind:

• The number of classrooms must be less than or equal to the number of computers at the school.
• Only count the library, computer lab, or career center once.

Slide 125 – Technology

This is a screen shot from the SIF/CDIF software. This screen displays where to report Technology data.

Slide 126 – Educational Calendar – SIF (Section H)

This section collects data on the type of calendar on which the school operates. For the first question, indicate the type of educational calendar on which the school operates.

• If any part of the school is year-round, you may select more than one type of calendar. For example, you could select traditional and single-track or you could select traditional and multi-track.
• Do not report both single-track and multi-track for a school.

If the school operates under a single-track or multi-track calendar, select one of the year-round calendar types in question two.

Slide 127 – Educational Calendar

This is a screen shot from the SIF/CDIF software. This screen displays where to report educational calendar data.

Slide 128 – Data for NCLB – SIF (Section I)

This year LEAs will report all NCLB graduate and dropout data through the Annual SSID Maintenance process as well as through CBEDS. Your Annual SSID submission will serve as the official source counts.

The No Child Left Behind (NCLB) Act requires school districts beginning in 2002-03 to report the number of dropouts in grades nine through twelve and the number of graduates in the following categories:

• Migrant Education.
• Limited-English-Proficient, which consists of English learners and redesignated fluent English proficient students that have not scored proficient or advanced three times on the English-Language Arts California Standards Test.
• Special Education.
• Socioeconomically Disadvantaged. 

Counts may be duplicated across the categories, as you are to report each student in each of the categories they fall under.

Data in this section are a subset of the graduates reported in Section B and the dropouts reported in Section E.

• Since these data are subsets of the total graduate and dropout counts, data reported in this section must be less than or equal to the data reported in Section B and Section E.

Report any LEA special education graduates and dropouts who receive instruction at a NPS school certified by the CDE.

The definition of the criteria used for socioeconomically disadvantaged for the purpose of data for NCLB has been modified to use eligibility for the free or reduced-priced lunch program instead of participation as well as the Parent Education Index.

• Definitions for the categories in this section are on page 11-12 of the Administrative Manual.

Slide 129 – NCLB Dropouts and Graduates

This is a screen shot from the SIF/CDIF software. This screen displays where to report NCLB graduate and dropout data.

Slide 130 – Name of Person Completing SIF

Report the contact information for the person completing the SIF.

• This information is very important.
• We use this information to contact LEAs when we have questions.
• Remember to include your work phone number and not your home phone number.

Slide 131 – SIF Changes

The following is a summary of the changes that have been made to this year’s SIF. These changes have been discussed throughout the presentation, so I will not go over them in detail again. However, you should review these changes prior to collecting and reporting your data, as some significant changes have been made.

Please note that the new method for determining graduate and dropout status depends on exit/withdrawal codes that are included on student-level records submitted through the Annual SSID Maintenance process. There have been some modifications and additions to the exit/withdrawal codes to support California High School Exit Exam status. Please see Exit/Withdrawal Codes Descriptions, Version 8.0.3 available at http://www.cde.ca.gov/ds/sd/cs/ewdcodes8.asp for further information.

Slide 132 – SIF Changes (Continued)

This slide outlines the changes made to the Educational Options section.

Slide 133 – Data Reporting Process

We have completed the discussion of the CBEDS forms. Now we will show you the online tools the CDE uses to report your data and communicate with CBEDS coordinators.

Slide 134 – Data Reporting

Once data are certified, the CDE makes the data available to the public.

• Data are first posted on our DataQuest Web site, which is an interactive site that allows users to create their own reports.
• Approximately two weeks after data are posted on DataQuest, downloadable data files are posted.
• Some static demographic reports are also posted on our Web site as time permits.
• If the data you need are not available online, special requests for ad-hoc reports may be generated by CDE staff.
• Visit our Web site at http://www.cde.ca.gov/ds/sd/cb/.

Slide 135 – CBEDS Web Site

This is a screen shot of our CBEDS Student Demographic Web site.

The data submission link takes you to the CBEDS Instructional Materials page which contains useful coordinator information and any necessary software updates.

The data reports link takes you to various static data reports related to student demographics, as well as DataQuest which is a dynamic system for interactive data reports pertaining to California’s schools and LEAs.

The data files link takes you to various student data files that may be downloaded to your computer for generating your own data reports.

Slide 136 – CBEDS Materials Web Site

This is a screen shot of the CBEDS Instruction Materials Web site which contains useful coordinator information, such as key dates, forms, instructional materials, training materials, and software materials. It would be a good idea to book mark this page.

The CBEDS coordinator login page allows you to:

• Update coordinator contact information;
• View the List of Expected Schools; and
• View the precertification Web site, which is available in November.

The software news page allows you to:

• View software instructional materials, which includes instructions on using the software on a network or at school sites;
• View software problems that have been reported; and
• Get necessary software updates and workarounds.

We also post many helpful instructional materials, like frequently asked questions, training materials, and dropout guidelines, for CBEDS coordinators to use when completing CBEDS. The Administrative manual and forms are also posted so coordinators may print additional copies or refer their school staff to this information. For a complete listing of the instructional materials that are made available to CBEDS coordinators, please visit our Web site.

Slide 137 – DataQuest Web Site

This is a screen shot of the DataQuest Web site which contains a wide variety of information including school performance indicators, student and staff demographics, expulsion, suspension, truancy information, and a variety of test results. Data are presented so that users can easily compare schools, districts and counties. As you can see, this page also contains links to other useful sites such as:

• The California School Directory, which allows you to look up contact information about schools and LEAs.
• The QuickQuest page, which allows you to sort data by type of school or district and rank enrollment data by size, so you can get a list of the largest or smallest districts.
• The parents page, which allows you to search for data by location or name.

Creating your own reports from DataQuest is easy. I will be showing you a sample report of data that are available in DataQuest. To begin creating a report:

1. Select the level of data you want. The report I will be showing you is by county, so I would select the county level.
2. Then select the subject you want. The report I will be showing you is one you can create on your own, so I would select the create your own report option.
3. Then click on the submit button to view your report options.

Slide 138 – Sample Report From DataQuest

This is a screen shot of a sample report that you can get from the create your own reports option. This report is a county level report, by district, for San Francisco. Included on this report are data for:

• number of schools,
• enrollment,
• graduates,
• dropouts,
• teachers,
• pupil/teacher ratio,
• average class size, and
• number of computers and students per computer.

Slide 139 – Sample Report From DataQuest

This is a screen shot of another report that you can get from DataQuest. This graph shows the trend in statewide enrollment for the last 13 years.

Slide 140 – Reminders

It is important to keep your contact information current to receive CBEDS correspondence in a timely manner. We also send notices via email, so make sure you provide an email address.

Visit our CBEDS Web site for any CBEDS related materials and questions at http://www.cde.ca.gov/ds/sd/cb/materials.asp.

Slide 141 – Conclusion

Thank you for taking the time to complete this training. We hope this training is helpful in providing you with an overview of the CBEDS data collection and how to report CBEDS data to the CDE.

If you require further assistance with collecting or reporting CBEDS, please feel free to contact the Educational Demographics Office at 916-327-0219.

California Department of Education
1430 N Street
Sacramento, CA 95814

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