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AAV of the LC Overview Training

Accessible Alternate Version (AAV) of the Language Census (LC) overview training.

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

LC Overview Training:
Presented by Dorothy Aicega, Mary DeMartin, and Shana Yeary
California Department of Education, Sacramento, CA
February 2008

Table of Contents

Slide 1 – Spring 2008 LC (R30-LC) Training

Welcome to the LC training. This training is intended for school district and county office of education staff that are responsible for completing and submitting school-level LC 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 LC data entry assistant (LCDEA) software.

For the purposes of this presentation, a local educational agency (LEA) is defined as either a school district or a county office of education.

Slide 2 – Agenda

This LC training includes:

  • An overview of the LC
  • An explanation of the roles and responsibilities of LEAs for collecting and submitting school-level LC data to the CDE
  • A summary of the uses of LC data
  • Detailed instruction on how to accurately collect and report LC data

Slide 3 – What is the LC?

The purpose of the LC is to collect counts and programmatic data about students from non-English-language backgrounds in public schools in California and to collect data about staff that provide services to English learners (ELs). This information is used for required federal and state reporting, funding, and to form educational policy. The LC is collected each spring by the CDE and submission is required by Education Code Section 62002, (52164), the No Child Left Behind Act, and federal case law. The LC is often referred to as the R30-LC, which is the name of the data collection form.

Slide 4 – What Data Are Collected?

The LC collects data on:

  • The count of ELs and fluent-English-proficient students (FEPs) by school
  • The type of instructional settings and instructional services for the ELs
  • The count of ELs reclassified since the previous LC (last March)
  • The count of parental exception waivers from English language classroom settings
  • The count of teachers who provide EL instructional services

Slide 5 – LC Statistics

The bar chart displays summary data from the last three LC data collections. The chart includes statewide counts of ELs, FEP students, and teachers who provide instructional services to English learners. These data are also available on the Internet at the county, district, and school levels. Data from the LC data collection are available through the CDE’s interactive Web site, DataQuest. The data are also available for downloading at CDE’s Internet site so that researchers or other interested parties can use LC data to answer specific questions.

Slide 6 – LC Statistics

This chart shows the statewide counts of the five most reported languages for the combination of ELs and FEP students. The language spoken the most is Spanish, followed by Vietnamese, Filipino, Cantonese, and Korean.

Slide 7 – How Data Are Used

Information collected through the LC is designed primarily for use by the CDE to produce state and federal reports. Data are also used to compute funding for Title III, Community-based English Tutoring (CBET) program, Economic Impact Aid (EIA) for ELs, and English Language Acquisition Program (ELAP). Data from the LC may also serve local needs, such as to analyze class load, staffing needs, and program design.

Slide 8 – Schools Required to Submit

The LC data are reported by all of the schools listed below:

  • All kindergarten through grade twelve (K-12) California public schools
  • California Education Authority schools
  • Charter schools  (both direct and locally funded)
  • Juvenile hall/court schools
  • County community schools
  • Community day schools
  • Continuation schools
  • Alternative schools of choice
  • Opportunity schools
  • LEA reports special education students sent to one or more nonpublic, nonsectarian school

Slide 9 – Schools That Do Not Submit

The LC data are not reported by the types of schools listed below:

  • Preschools
  • Children's centers
  • Adult schools
  • Regional occupational centers
  • State Special schools
  • Private schools, and
  • Postsecondary institutions, such as, community colleges and universities

Slide 10 – District Responsibilities

Every LEA assigns an LC coordinator who is responsible for ensuring that all school-level data for the LEA are collected and submitted to the CDE. All LC materials are made available to the LC coordinator from the Language Census Instructional Materials Web page. It is the LC coordinator’s responsibility to make sure all the schools receive their materials (ideally electronically) and to train the school staff as needed. The LC coordinator also collects the data from all the schools in the LEA, including charter schools, and resolves all errors and researches and fixes warnings as needed.

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

If your LEA is submitting its data via the CSIS process and there are charter schools not participating in the CSIS process, then it is the LC coordinator’s responsibility to collect and submit their data to the CDE.

The LC 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 LC coordinator and other appropriate district and school-level staff to ensure that the data are accurate. After the data are submitted, the data can be viewed on CDE’s pre-certification Web page [http://dq.cde.ca.gov/dataquest/lclogin.asp]. If, after reviewing the pre-certification Web site, there are changes to be made, the LC coordinator is responsible for submitting these changes to the CDE.

Slide 11 – Software Requirements

All LEAs use the LCDEA software to collect and submit LC data to the CDE. Paper forms are no longer used in the LC data collection. A presentation on using the LCDEA software is also available on the Language Census Instructional Materials Web page.

The LCDEA software requires the following:

  • A personal computer based Windows 95 or above
  • A CD-ROM drive
  • Eight megabytes of memory (16 megabytes are recommended)
  • Ten or more megabytes of disk space (this is based on district size)
  • An Internet connection

If your LEA is not able to meet these hardware and software requirements, please contact our office for assistance.

Slide 12 – Benefits of Using Software

The LCDEA software has the following features:

  • The software automatically calculates totals.
  • The software checks LEA data entry against built-in edit checks so that any errors or 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 software can be used to view or print school and district-level reports.
  • The software can be used at the school level when a district wide network is available. If a district-wide network is not available, the software can also be installed at each school site. This allows staff at each school to input their data, verify the warnings, correct the errors, run reports, and export and send data electronically to the LEA LC coordinator for consolidation. Once all school-level data have been consolidated to create a complete LEA database, the LEA LC coordinator submits the data to the CDE. 
  • The software enhances your ability to report accurate information in a timely manner. The software allows for electronic data submission via the Internet, which allows the CDE to receive your data submission instantaneously. Electronic submission, also allows LEAs to resubmit corrections easily and quickly.
  • Using the software provides districts with a convenient way to answer questions about EL/FEP student populations.
  • The LCDEA software also supports importing data that have been formatted to meet the LCDEA’s import requirements so that the data does not have to be manually entered if the data are available electronically.

Slide 13 – Distribution of Materials

LC instructional materials will no longer be mailed to each LEA LC coordinator. Instead, materials will be available for downloading from the Internet at the end of January.

As a heads up, each LEA will receive a letter with instructions for obtaining all necessary materials from the Internet, as well as a List of Expected Schools, indicating which schools are required to submit data. The List of Expected Schools also contains the LEA’s password. The password is needed to access the LC coordinator Web page. This Web page provides LC coordinators the ability to view their List of Expected Schools, to view their data prior to certification, to update or view their contact information, or to certify that their district does not have any ELs or FEPs to report.

Slide 14 – List of Expected Schools

The List of Expected Schools is a list of all the open schools in your LEA that are expected to submit LC data. The LC 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.

If your LEA submits data through CSIS, the List of Expected Schools will list all the schools that are expected in the LEA’s CSIS data submission. If there are charter schools that do not participate in the CSIS submission, these schools will be listed separately. It is the LC coordinator’s responsibility to submit data for charter schools not participating in CSIS.

The List of Expected Schools will be mailed to LC coordinators in February and it will also be available on the LC Coordinator Login Web page  [http://dq.cde.ca.gov/dataquest/lclogin.asp]. The Internet version will be the most up-to-date version and will include any changes. To access this site and view your LEA’s list of expected schools, you will need the LEA password.

The List of Expected Schools is also 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
  • Changes in school type
  • School closures
  • Temporary school closures. A temporary school closure is defined as a school that is closed on the LC Information Day, but the district plans to re-open after LC Information Day. This status should also be used for schools that are open, but do not have students enrolled in the school on the LC Information Day, and therefore, do not have data to report for the school.

If there are school closures or temporary closures, please ensure that the date the school closed (or temporarily closed) is provided on the List of Expected Schools, as well as a brief reason why.

The List of Expected Schools is accurate as of mid-January. If changes were made after this date, they will not be reflected on the list. 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, mailing revisions to the CDE at the address on the List of Expected Schools, or going to the California School Directory Web page [http://www.cde.ca.gov/re/sd/index.asp] and using the e-mail option on the bottom of the page. The List of Expected Schools must be signed by your superintendent, or if you use the Internet, the e-mail must come from the superintendent or the superintendent’s designee.

Slide 15 – Data Collection and Submission

  • LC data are collected as of February 29, 2008.
  • LEA LC coordinators are responsible for submitting data for all the schools in their LEA, including charter schools authorized by the LEA.
  • LEAs use the LCDEA software to submit their data.
  • LEAs that do not have ELs/FEPs can use the Internet to submit their data, rather than using the LCDEA.
  • Data are due to the CDE on April 3, 2008.

Slide 16 – Changes for 2008

  • No changes have been made to the data collection this year.
  • Materials including forms, instructions, and the software will no longer be mailed to coordinators.
  • Materials will be available for downloading from the LC Materials Web page [http://www.cde.ca.gov/ds/sd/lc/materials.asp].

Slide 17 – Significant Dates for 2008

There are six significant dates that LC coordinators follow:

  • February 8 – LEA coordinators receive all materials.
  • February 15 – LEA coordinators should train school staff in collecting and reporting LC data.
  • February 29 – This is the data collection day. All data reported should be accurate as of this day.
  • April 3 – All data are due to the CDE.
  • April 15 –Letters are mailed to LC coordinators and superintendents if data are not submitted by this date.
  • May 23 – This is the last day to submit changes prior to certification of data. Data are posted on the LC coordinator login page and are available for LC coordinators to verify for accuracy. If changes need to be made, the LC coordinator makes the changes in the LCDEA software and resubmits the data via the Internet. Data may be resubmitted as many times as necessary up until May 23.

Slide 18 – LC Contacts

Contacts are listed by topic with phone numbers and e-mail addresses. Please do not hesitate to contact us with questions or suggestions.

LC materials and information are also available on our Web site. All LC instructions, software information, letters, key dates, and any other important information related to the LC are available on this Web page.

Slide 19 – Additional Resources

  • If you have questions or need assistance on topics related to the LC, including the California English Language Development Test (CELDT), the home language survey, teacher credentialing, or the Williams lawsuit settlement, please refer to these contacts or Web pages.

Slide 20 – Completing the LC (R30-LC) Form

We have completed the LC overview portion of this presentation. Next we will cover the steps necessary to complete the LC form. In order to complete the LC form, each school identifies non-English speaking students, assesses English fluency, determines the appropriate instructional settings and services the students require, and identifies which teachers are providing instructional services to ELs. Since the LC software is used to submit data to the CDE, we will display screen shots of the software program during this presentation.

Slide 21 – Identifying Student’s Language

The home language survey is used to identify language use in the home. It is used to identify students who are native English speakers, as well as students who will need further assessment to determine if they are fluent English speakers or ELs.

Parents complete a home language survey upon enrolling their child in school.

The following are examples of questions asked on the home language survey:

  1. Which language did your child learn when he/she first began to talk?
  2. Which language does your child most frequently speak at home?
  3. Which language do you (the parents or guardians) most frequently use when speaking with your child?
  4. Which language is most often spoken by adults in the home?

Based on the results of the home language survey, students are determined to be English only or as having a language other than English, and thus will be assessed using the CELDT.

Slide 22 – Assessing Students’ English Fluency

The following process is used to assess for EL or FEP status:

  • Based on the results of the home language survey, only the students who are identified as having a language other than English are assessed for English language proficiency.
  • The CELDT is the primary tool used to assess English language proficiency and is administered to students identified as having a language other than English on the home language survey or that had previously taken the CELDT and have not been reclassified.
  • Depending on district policy, other district criteria may also be taken into consideration when determining English language proficiency.
  • When assessing student’s English fluency, the type of instructional services appropriate to the student’s needs must also be determined. The following are the types of services collected on the LC that are available to English learners:
  • English Language Development (ELD), which is instruction designed to promote the effective and efficient acquisition of listening, speaking, reading, and writing skills of English learners.
  • Specially Designed Academic Instruction in English (SDAIE), which is an instructional approach in English used to teach academic courses, such as math and social science to ELs, and is designed to increase the level of comprehensibility of the English-medium instruction.
  • Primary language instruction, which is instruction taught by teachers primarily through the EL’s primary language. In kindergarten through grade six, primary language instruction must be provided, at a minimum, in language arts (including reading and writing) and mathematics, science, or social science. In grades seven through twelve (and departmentalized grade six), primary language instruction must be provided, at a minimum, in any two academic subjects required for grade promotion or graduation.
  • Primary language support, which is the use of the student's primary language to clarify meaning and facilitate comprehension of academic content taught through SDAIE or mainstream English.
  • Students may also receive other types of services or a combination of the above services depending on the student’s needs and the services available at the school or district.

Slide 23 –CELDT and the R30-LC

Since the CELDT is the primary tool used to assess English language proficiency and determine EL or FEP status, the CELDT and the LC are closely related. This slide outlines the relationship between the CELDT and the LC.

  • The CELDT is administered to ELs every year until they are reclassified to FEP.
  • The number of ELs reported on the LC should approximate the number of CELDT annual testers submitted last fall to CTB McGraw-Hill.
  • If the reclassification process for CELDT annual testers has not been completed on or before February 29, the students continue to be counted as ELs on the LC report.
  • In reporting the number of ELs and FEPs, schools should use the official CELDT scores provided by the publisher. If the publisher’s scores are not available by February 29, the school should use its hand-scored results for LC reporting purposes.
  • Students who have not been assessed by February 29 cannot be counted on the LC report.

Slide 24 – Part 1 – Count of ELs and FEPs

Part 1 contains a count of all EL and FEP students in the school. When reporting EL and FEP students:

  • Include all identified ELs and FEPs enrolled in the school as of February 29, 2008.
  • Report ELs and FEPs by language and grade.
  • Include initial (IFEP) and reclassified (RFEP) students in the FEP count.
  • Use only the languages and codes listed on the R30-LC form.

Slide 25 – List of Languages

The following is a list of languages used on the LC data collection. Data are collected for 55 languages, as well as an “other” languages category.

Slide 26 – Reporting/Editing Data

This is a screen shot from the LC Data Entry Assistant software. This screen displays all the schools in the LEA. To edit data for a particular school, select the school, and then click on the “Edit R30 Form” button.

Slide 27 – Editing Part 1 – ELs and FEPs

When editing Part 1 data in the software, click on the “Part 1” tab to open the edit screen. From this screen you may add or delete languages as needed and enter counts of students by grade, language, and EL/FEP status. Row and column totals are automatically generated.

Slide 28 – Part 2 – EL Instruction

Part 2 contains counts of EL students placed in structured English Immersion settings and counts of ELs by the types of instructional services they receive.

  • When reporting data, only include ELs in Part 2. Do not include FEP students.
  • In Section A, report the number of ELs placed in a Structured English Immersion setting.
  • In Section B, report the number of ELs by type of instructional service(s) received.
  • The total in Part 2B must sum to the total ELs in the school reported in Part 1.

Slide 29 – Part 2 – Structured English Immersion Setting

Structured English Immersion is a setting where ELs who have not yet met local district criteria for having achieved a "good working knowledge" (also defined as "reasonable fluency") of English are enrolled in an English-language acquisition process for young children in which nearly all classroom instruction is in English, but the curriculum and presentation are designed for children who are learning the language.

  • Only report the count of ELs placed in Structured English Immersion settings in Part 2 section A.
  • If ELs are placed in other types of settings, do not include these students in Part 2 section A.
  • Section A cannot be greater than the total number of ELs from Part 1.

Slide 30 – Part 2 – Instructional Services

The following are types of EL instructional services reported on the LC. Included are the criteria for reporting students in each category.

  • ELD – In this row count ELs who receive at least one period of ELD instruction but none of the other instructional services noted in rows 5–7 of Part 2B.
  • ELD and SDAIE – In this row count ELs receiving, in addition to ELD as described in row 4, at least two academic subjects required for grade promotion or graduation taught through SDAIE.
  • ELD and SDAIE with primary language support – In this row count ELs receiving, in addition to ELD and SDAIE as described in rows 4 and 5, primary language support for at least two academic subjects required for grade promotion or graduation.
  • ELD and primary language instruction – In this row count ELs receiving, in addition to ELD as described in row 4, at least two academic subjects required for grade promotion or graduation taught primarily through primary language instruction.
  • Other EL instructional services – In this row count ELs receiving some type of instructional service that, while specifically designed for ELs, is an instructional service that does not correspond exactly to the program descriptions of rows 4–7. Other instructional services are those that vary either quantitatively and/or qualitatively from rows 4–7. For example, report ELs receiving only one period of SDAIE, or primary language support, or primary language instruction, but not the two periods required for reporting in rows 5, 6, or 7.

    Report ELs receiving any services specified in rows 4–7 when those services are provided by a staff member other than an authorized teacher reported in Part 5.

    Also report ELs who do not receive any of the services described in rows 4–7 but who receive another type of instructional service specifically designed for ELs. One example of “other” is an individualized educational program (IEP) developed for a special education EL.
  • Not receiving EL services. In this row count all the remaining ELs who have not been counted previously in rows 4–8. These ELs are not receiving any specialized EL instructional services.

The total number of students reported in types of instructional services must sum to total ELs in the school.

Slide 31 – Editing Part 2 – EL Instruction

When editing Part 2 data in the software, click on the “Part 2” tab to open the edit screen. Enter data according to types of instructional settings and services. Totals are automatically generated for Part B and may be used to ensure that the totals reported match the total number of ELs reported at the school in Part 1.

Slide 32 – Part 3 – Students Reclassified

Part 3 is a count of reclassified students.

  • Reclassified students are also known as RFEPs (ELs reclassified to FEPs).
  • In this section report the number of students reclassified at the school since the last LC.
  • Include reclassified students who are no longer enrolled at the school (students reported on the previous year’s LC who have either graduated or left the school).
  • Also, remember to include reclassified students in the Part 1 count of FEPs if the students are still enrolled in the school.

Slide 33 – Editing Part 3 – Reclassified

When editing Part 3 data in the software, click on the “Part 3” tab to open the edit screen. Use this screen to enter counts of students that have been reclassified since the previous LC.

Slide 34 – Part 4 – Parental Exception Waiver from English Language Classrooms

Part 4 is a count of submitted and granted parental exception waivers from English Language Classrooms.

  • Parental exception waivers are waivers from parents of ELs who petition for enrollment in a bilingual education class or other generally recognized alternative course of study.
  • Parental exception waivers are not the same as parental requests.
  • Parental requests are requests from parents to have their child transferred from a Structured English Immersion class and placed in an English-language mainstream class.
  • In this section report the total number of parental exception waivers from English Language Classrooms (granted or denied) since the last LC.
  • Also report the number of parental exception waivers from English language classrooms granted since the last LC.

Slide 35 – Editing Part 4 – Waivers

When editing Part 4 data in the software, click on the “Part 4” tab to open the edit screen. From this screen you can enter parental exception waiver data.

Slide 36 – Part 5 – Teachers Providing EL Services

Part 5 is a count of teachers providing services to ELs in ELD, language arts, mathematics, science, and/or social science.

  • In Section A, report the number of teachers providing primary language instruction and the number of bilingual paraprofessionals providing primary language support by language.
  • In Section B, report the number of teachers providing ELD and/or SDAIE.
  • Section C is a summary of the number of teachers reported providing EL services.
  • There are also two check boxes in Part 5.
  • The first check box allows the district to indicate if there are teachers at this school that hold EL authorizations, but do not provide services to ELs. The LC data collection only collects data for staff that provide services to ELs, therefore, it is important that you do not count all of your staff on the LC. Only count the staff that provide services to ELs.
  • The second check box is used to indicate if there are ELs at this school who receive instruction from teachers reported at another site. Since teachers are only counted at one site, if you have teachers reported at another site who provide instruction to ELs at this site, it is important that you check this box. Checking this box will clear up some errors. Do not count these teachers twice.

Slide 37 – Part 5 – How to Report EL Staff

When reporting instructional staff on the LC:

  • Only report instructional staff that are assigned to ELs as of February 29.
  • Only report instructional staff providing services to ELs in ELD, language arts, mathematics, science, and/or social science.
  • DO NOT report instructional staff who hold EL authorizations, but do not provide services to ELs in the areas identified.
  • If instructional staff are providing instruction to ELs at more than one school, pick the school where the majority of time is spent.
  • Only count instructional staff once in Part 5.
  • If instructional staff provide primary language instruction and ELD and/or SDAIE, count them in Part 5A.
  • If staff hold a bilingual authorization and only provide ELD and/or SDAIE, count them in Part 5B.

Slide 38 – Editing Part 5A – Bilingual Staff

When editing Part 5A data in the software, click on the “Part 5A” tab to open the edit screen. From this screen, enter counts of teachers that provide primary language instruction and/or paraprofessionals that provide primary language support to ELs.

Slide 39 – Editing Part 5B – ELD/SDAIE Staff

When editing Part 5B data in the software, click on the “Part 5B” tab to open the edit screen. From this screen, enter counts of teachers that provide ELD and/or SDAIE services to ELs.

Slide 40 – Part 5 and Check Boxes

When editing Part 5 data in the software, click on the “Part 5” tab to open the edit screen. This screen displays a summary count of teachers reported. This screen allows the user to select one of the check boxes to either indicate there are authorized teachers not providing services to ELs at this school, or that there are ELs at this school receiving services from teachers reported at another school.

Slide 41 – Common Misunderstandings

In our efforts to collect accurate data, we have found areas of the LC data collection that are often reported incorrectly or misunderstood by school and district staff. Clarifications to these misunderstandings are listed below.

  • All FEPs are reported in Part 1, not just reclassified students. As long as FEP students are enrolled in the school, they are counted in Part 1. Districts often incorrectly report only ELs who were reclassified in the past year in the Part 1 count of FEPs.
  • Parental exception waivers (Part 4) are not the same as parent requests. A parental exception waiver (Part 4, rows 12-13) is a petition submitted by parents or guardians to have their child enrolled in a bilingual education class or other generally recognized alternative course of study. Parental requests, on the other hand, are requests by parents or guardians to have their child transferred from a Structured English Immersion setting and placed in an English-language mainstream class.
  • Teachers are counted only once in Part 5. Teachers who provide primary language instruction, as well as ELD, and/or SDAIE, are to be counted in Part 5, Section A only. Districts often incorrectly report these teachers in both Sections A and B in Part 5.
  • Only teachers providing EL services in ELD, language arts, mathematics, science, and/or social science are counted in Part 5. Districts often incorrectly report their teachers who hold an EL authorization and are not providing EL instruction.
  • Reporting LC data is not optional. All traditional public schools, California Education Authority schools, charter schools, juvenile hall/court schools, county community schools, community day schools, continuation schools, alternative schools of choice, and opportunity schools are required to report LC data. LEAs are also required to report data for special education students who are sent to one or more nonpublic, nonsectarian school.
  • Authorizing districts are responsible for submitting data for their charter schools. The CDE requires that all charter schools submit their data through their authorizing district, as the LC is a district-level data collection.

Slide 42 – Data Verification and Submission

After all data entry has been completed or data have been successfully imported into the LCDEA software, the LC coordinator completes the LC collection by taking the following steps:

  • Ensure the data are complete and that data have been included for each school in the LEA including charter schools authorized by the LEA.
  • 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 LC data through the Internet.
  • Review data on the CDE pre-cert Web site and resubmit data if any errors are identified during the amendment window.

Slide 43 – Summary

The significant dates for LC are:

  • February 29 – This is the day schools are to collect LC data.
  • April 3 – This is the day LEAs submit their data to the CDE.
  • It is important to report timely and accurate data, as data are used for funding and educational policy purposes.
  • Once data are certified, reports are available on the DataQuest site.
  • Downloadable data are also available to the public, media, and researchers.

Slide 44 – 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 LC data collection and how to report LC data to the CDE.

If you require further assistance with collecting or reporting LC data, please contact the Educational Demographics Office at 916-327-0219.

Questions:  Educational Demographics Office | Write Ed Demo | 916-327-0219
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