AAV of PADC Webinar Transcript

The following is a transcript of the Principal Apportionment Data Collection Software Webinar as presented by Caryn Moore and Elizabeth Dearstyne of the School Fiscal Services Division of the California Department of Education (CDE).

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Webinar starts.

Slide 1: Presenter Page

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Caryn Moore (CM): Good morning and welcome to the Principal Apportionment Data Collection Webinar. My name is Caryn Moore and I am the Administrator of the Charter Apportionments and District Reorganization Office and I’ll be one of your presenters. Also with me is Elizabeth Dearstyne, Administrator of the Principal Apportionment and Special Education Office. Elizabeth will be the second presenter for this Webinar.

Elizabeth Dearstyne (ED): Good Morning.

CM: Today we are going to highlight for you the changes we made to existing Principal Apportionment data collections screens and show you the newly developed screens that we created to allow us to collect the data for the new Local Control Funding Formula (LCFF). We’ll be covering a lot of information today and for many of you it might be a lot of new information, but don’t feel like you need to take copious notes because a recording of the Webinar and handouts will be available for viewing by sometime next week on our Web site. Also, if you didn’t already know, the Principal Apportionment Data Collection Software was posted to our Web site last week, as well as the Data Reporting Instruction Manual, which includes a lot of the same information we are covering today.

Slide 2: Agenda

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Before we get into the material we want to cover today, I’d like to review the agenda for the Webinar. We’ll start with a few housekeeping items, then we’ll make some comments about the new local control funding formula, referred to as LCFF, and the new data elements we’ll need for LCFF funding. This information will be presented in a PowerPoint format. We have already made the PowerPoint available to you for download before the presentation started, and we will post it to our Website along with the actual Webinar within a week or so. Then we’ll review some of the resources and documentation that are available to assist you with using the software and completing the data entry screens, and lastly we’ll go into the Principal Apportionment Data Collection software and highlight some of the changes to existing screens and the new data collection screens. As we mentioned in our announcement, this Webinar will not cover the tax or Special Education Local Plan Area (SELPA) data collection screens. 

Slide 3: Housekeeping

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On to housekeeping items: There is a Question and Answer panel at the top of the screen. If you bring down the drop down menu at the top right of your screen, hopefully it’s the top right, you can click on the Q&A. Please send any questions to “All Panelists”. We have staff available to answer questions during the presentation, but because of the large number of participants in this Webinar, please limit your questions to the data collection software and the process. If you have any questions about how LCFF works, you can send those questions to the LCFF email address on the screen. We will post the most frequently asked questions and responses with the Webinar and presentation materials. Also, we are very close to capacity on this Webinar. Hopefully we won’t have any logistical problems during the presentation. But, if you haven’t already, I recommend that you write down the phone number on the screen, under audio issues. In the event that you lose sound, you can call in directly on this number. The last bullet is the link where the Webinar materials will be posted after the presentation. I’ll give you a few seconds to write down the phone number and website address.

Slide 4: Intro to LCFF

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Ok, moving on to the next slide, we’ll spend a little time explaining the new local control funding formula. I apologize if this part of the presentation is redundant for some of you, but we felt it was necessary to make sure everyone in the audience had a basic understanding of LCFF before we proceed to the data collection screens. We will just be giving a high level review -so if you think there’s an element of LCFF that we missed, don’t worry, we haven’t forgotten it, we just aren’t going to talk about every facet of LCFF funding today. Also, we will focus on LCFF funding for school districts and charter schools; LCFF for county offices works a little differently. So, the first bullet says LCFF was signed into law July of 2013. In addition to establishing a system for a new Local Control and Accountability Plan (which we won’t be talking about here), a new funding formula was also created. This new funding formula replaces revenue limits, charter school block grants, and many individual categorical programs. This new formula is intended to simplify school finance, and increase flexibility and accountability at the local level. Over time, barring additional changes, this new formula will be simpler than the old funding system, but for now it is new and there is a learning curve for everyone, so it may not feel simple to you yet. Hopefully the upcoming slides will demystify LCFF funding a little bit, and help you understand the changes we made to the data collection screens. We plan to provide more detailed information when we transition to the new funding formula at the second principal apportionment, or P-2.

Slide 5: Transition to LCFF

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The new funding formula prescribes certain grade span funding rates that will be used to calculate LCFF funding, and it also incorporates other funding elements as well. We’ll explain this calculation a little later, and we will be referring to this as the Target entitlement, or Target calculation. Since the state cannot afford to fund everyone at this target level this year, there is a phase-in, or transition, period estimated to be eight years for school districts and charter schools, where you will receive funding based on a transition formula. As of the 13−14 Budget, the estimated total statewide need to fund all school districts and charter schools at their new target level is about $18 billion dollars. The amount appropriated in the 2013−14 Budget for this purpose was $2.1 billion, or 11.78 percent of the estimated need. You can see that the funding estimate for 2014−15 is much higher. This estimate is from the 2014−15 Governor’s Budget that was released in January, but it is a proposal at this point, and as always is subject to change.

Slide 6: Where We Are

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So, where we are now with LCFF: Here’s a recap of what has happened so far this year. Because our data collection software had to be modified for LCFF, and the software we use to calculate entitlements must be changed to align with LCFF, we were not able to allocate funding at the Advance apportionment, or the first principal apportionment, known as P-1, that was certified in February. Neither of these apportionments reflected any of the LCFF formulas. What we did do, however, was allocate a portion of that $2.1 billion in new funding in both the Advance and P-1 apportionments. At P-1, we also adjusted entitlements to reflect the 2013−14 average daily attendance, or ADA, and property taxes. Because the additional funding was allocated based on the old formulas and not the new, we advised that you should use caution in building this funding into your spending plans, because it will likely change once LCFF funding is calculated. For P-2, you can look forward to seeing your 2013−14 entitlement for the first time using the new LCFF formulas. Note that LCFF did not change the apportionment process. The same apportionment periods exist as before- Advance, P-1, P-2 and Annual.

Slide 7: Components of Target Calculation

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So now we will talk a little bit about the components of the Target calculation. This slide shows one of the calculations that we will perform to determine your LCFF funding. We refer to this as the Target calculation. Once LCFF is fully implemented, all school districts and charter schools will be funded the same way, based on this formula. There are a few more calculations that are worked into this formula, but in the interest of keeping it simple we will focus on the big ones. The first row shows the Grade Span Base Rates. Remember, the LCFF formula is based on uniform funding rates depending on the grade level of the students. This is similar to how the charter school block grants used to work. There will be a set amount provided for K-3, 4-6, 7-8 and 9-12 ADA. These amounts will be adjusted each year by a cost of living adjustment, or COLA. Note that all ADA is funded by grade span. This is one of the calculations that caused us to revise our data collection software. We still use ADA, we just collect it and fund it in a slightly different way. In addition to these base grants, there is an additional amount provided to districts and charters for supplemental and concentration funding. These are reflected in the second and third row. This funding is based on the number of unduplicated students in your district or charter that are determined to be low income, English learners, or foster youth. By unduplicated, we mean that if a student is low income, and an English learner, and is a foster youth, that student will count only once. We will divide the number of unduplicated students in your district or charter by your total enrollment, to get an unduplicated pupil percentage. Note that enrollment and unduplicated students are new data elements being used to calculate apportionments. We will be getting these counts from the California Longitudinal Pupil Achievement Data System, or CALPADS. In this first year there are some data elements we need for funding that aren’t yet built into CALPADS so we are collecting them through this data collection process, and will show them to you later. Back to the slide, the supplemental grant in the second row will be calculated by multiplying your percentage of unduplicated students by 20 percent, and then multiplying that by your adjusted base grants. Now moving to the third row, if your unduplicated pupil percentage is over 55, you will also be eligible for a concentration grant. We will take the amount over 55 percent and multiply that by 50 percent, and then multiply the resulting percentage by your adjusted base grant. For example, if your district had an unduplicated percentage of 85 percent, we would take the 85% minus 55%, which is 30%, and multiply that by 50%, which is 15%, and we would multiply that by your adjusted base grants to give you concentration grant funding. We will lay all that out in the funding exhibits when we post them at P-2. One last note about concentration funding. This is one place that charter schools differ from school districts, in that the concentration percentage for charter schools is capped at that of the district in which they are physically located, or if they are located in multiple districts, then the district which has the highest percentage. This is why we are collecting physical location information from charter schools, which we’ll get to later. There are some additional add-ons in the formula that we won’t get into here, but if they apply to you they will also increase your funding- these are Necessary Small School Funding Allowance, Targeted Instructional Improvement Block Grant, Home-to-School Transportation, and Economic Recovery Target funding.

Slide 8: Components of Floor Calculation

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Now, moving on to calculation of the Floor. As I mentioned we will be phasing in the LCFF target calculation for an estimated eight years. The target calculation will be compared to what we call a floor calculation for all districts and charters. The first step in calculating the floor calculation will be calculating each entity’s 2012−13 funding. For school districts we will take their 2012−13 revenue limit funding and divide that by their 2012−13 ADA. For charter schools, we will take their 12−13 general purpose block grant funding and divide it by their 12−13 ADA. Next we will sum the funding you received in 2012−13 for 54 categorical programs. This funding was already calculated and allocated in the advance and P-1 apportionments and there is a spreadsheet on CDE’s Principal Apportionment Web site that shows this. So now to calculate your 13−14 floor funding, for both districts and charter schools, we will multiply your per-ADA rates from 12−13 by your 13−14 ADA. For districts we will use the greater of current or prior ADA as usual. We will then add the categorical funding as a lump sum, with no growth except that the categorical block grant portion for charter schools will continue to be adjusted for changes in ADA. This is basically the floor calculation. There are some other factors such as minimum state aid that we won’t be talking about today.

Slide 9: Transition Calculation (Chart)

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Next we are going to show you a Transition formula. This slide shows a simplified look at the calculations we will be making during the transition period. It is not to scale, but should convey what will be happening during the transition period. For each entity we will take their 13−14 floor funding (that we calculated in the last slide). Then we will take the target calculation from two slides ago. So you can see those are the two boxes on the left hand side. We will compare what every district and charter would get under the old floor and new target formula, and the difference between the two is the amount you need to get to your target, or your need. We will figure out how much we would need to fund every district and charter at their target, we will look at how much is available for this purpose, and then proportionally allocate the amount available. Remember from a previous slide, the estimated statewide need is $18 billion, and the amount available to fund this need is $2.1 billion. So, using these estimated numbers we would fund 11.78 percent of each district and charter school’s need. We call what the Local Education Agency (LEA) receives that year for their need, their gap funding. Each year we will adjust both your floor funding and your target funding for ADA changes, and each year we will provide more gap funding, so you will get closer and closer to your target during the transition period. In the second set of bars on the screen, the 2014−15 floor funding is basically the actual funding from 13−14, adjusted for ADA. So the district in this example is growing because you can see the 2014−15 floor is bigger. But again, remember it is not exactly to scale, it is just to illustrate how the formulas work. The new target calculation in 14−15 will also be increased for changes in ADA and for COLA, and more gap funding is applied in the actual funding. While everything seems to be moving in an upward trend, the gap being provided in these examples exceeds the amount of COLA being provided, so we will get closer and closer to the target calculation during the expected 8 year transition. We will go through this multi-step process each year until everyone is funded based on their target. Once your agency is funded on the target for the year, you will continue to be funded on the target. We will provide more details of these formulas when we release the P-2 software, but in simple terms that is how the funding will work, and these are the different calculations we will be performing each apportionment period. To perform these calculations, we will use a lot of the same information as before, with just a few new data elements.

Slide 10: ADA Chart

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This next slide shows you an illustration of how some of the ADA and CALPADS data will be moving between entities. You see three columns of data in the chart, the first is county offices of education in blue, the middle column in green is school districts, and the column on the right in orange is charter schools. Starting with the data used to determine the County LCFF funding in the first column, you will see that the three boxes represent the different types of students served by the County Office of Education (COE). The first box is students in juvenile court schools. The second box is what we call the county funded non-juvenile court. The criteria are in the bullets in that second box. The ADA generated by the students meeting the criteria in the first two boxes are the only types of students for which county offices of education will directly receive funding from the CDE, at least for this year. The bottom gray box in that first column is the remaining students that are provided instruction at the county office but for whom ADA will be reported by the COE and the ADA will move to the district of residence and the funding will flow to the district. Now moving to the data used to determine district LCFF funding in the green column, the first box is the students that are served and reported by the district. These students stay where they are for funding purposes. The second box under the district column is the students that were provided instruction by the county but the funding flows to the district. We assume districts and county offices have had conversations about how county offices will be compensated for this instruction. The last column in orange reflects the students that are served by a charter school. Starting at the bottom with the white box outlined in orange, this is where the vast majority of charter school students will fit. These are students that are served by the charter and the funding stays with the charter. Now moving up to the first gray box, this represents students that are in a county program charter which is operating a juvenile court type of program. The ADA for these students will flow to the county office, and the county office will receive the funding under the county LCFF formula. This is consistent with how this category of ADA was funded under revenue limits. The second gray box under the charter column will work the same way. These are students in a county program charter that meet the criteria to be funded at the higher funding rate, but the ADA will also flow to the county and be funded through the county office. I hope you enjoyed those moving arrows, because that’s about the most fun as we have had in a while. Thanks to Elizabeth for creating them. I’ve talked about how the ADA will be served by one entity and funding will flow to another, but I haven’t mentioned that the CALPADS enrollment and unduplicated pupil data will have to move at the same time to ensure that the calculations are balanced. There are several new data collection screens that were added to ensure that we are reflecting the appropriate enrollment and unduplicated counts in the entity that will be credited with the ADA for these students. I hope this helped you understand how the formulas work and you can refer to this after we are done if you need more clarification. Next Elizabeth will show you some resources and documentation that are available to you.

End of PowerPoint.

Demonstration on CDE’s Web site

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ED: Thanks Caryn. At this point we are going to move away from the PowerPoint, so you are going to see some changes on your screen. Bear with me for a moment.  I’m going to open up CDE’s Web site and get you to the main page. Ok. Before we go into the software, I want to open up CDE’s Web site and point out where you can download the software as well as a couple of resources that will be helpful to you should you have questions when submitting your data. To get to the data collection software click on Finance and Grants right above “Our Mission”. Next, on the left hand side of the Web page in the green box click on the Software and Forms link. If you are familiar with the page you may notice some changes. You’ll see that the name of the software has been changed from the “Revenue and Attendance Data Collection Software” and is now called the “Principal Apportionment Data Collection Software”. We made this update because the word “revenue” in the title was in reference to the former revenue limit system. Should you need access to prior versions of the software to submit prior year corrections, you can still get there through the Revenue Limit link at the bottom of this page. I’m going to go ahead and click on the Principal Apportionment Data Collection link. On this page you will find a link to download the software. Underneath the software link, you’ll see a header called “Resources and Documentation”. I am going to go through some of those for you today. Posted on the Known Problems, Fixes, and Workarounds page you’ll find information on known issues with the software and how to resolve the issue. We will continue to update this page as needed. So far, the largest issue is operating the software with Windows 7. We provide instructions on how to change to the XP compatibility mode and strongly suggest that all users do that before entering data. Later in the Webinar I’ll demonstrate how to change your compatibility mode. It’s quick and painless, I promise. Should you come across a problem that is not addressed on this page, please contact us so we can help you resolve the issue. I’ll click on the back button to return to the main Principal Apportionment page to point out a couple more Resources. The next two links under “Resources and Documentation” are the Download and Installation Guide and the Software User Guide, which have been updated for this release of the software. Since they are largely the same I won’t open those links.  We’ve also made significant updates to what was previously known as the help file. This information is no longer accessible from within the software; instead, when you select help from within the software you’ll be taken to this page and the “help file” information has been converted into a stand-alone Word document similar to the User Guide and is titled the Data Reporting Instruction Manual.

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I’ll open the file so you can see how it is organized. Give a minute for it to open. As you can see from the table of contents the document is broken up by LEA type and instructions are provided for each data entry screen, and they are hyperlinked so you can go right from this table of contents directly to the screen you are looking for, should you have questions. When you get to those, at the beginning of most of the data entry sections, you’ll find a heading called “Highlights” where we’ve incorporated a lot of the information we will cover for you today. Familiarity with both the Software User Guide and the Data Reporting Instruction Manual is essential to successfully operating the software and entering the correct data elements. The next item I’d like to draw your attention to is our due dates Web page. To access I click on the back button to return to the main Principal Apportionment Software page. To access, I’ll click on the back button to return to the main Principal Apportionment Data Collection Software page and click on the Due Dates link. This is a newly created Web page. We added this page because we thought it would be helpful to explicitly say what data elements are due when since we have new data elements and entry screens you may not be familiar with yet. Within the data entry screen column we have identified if the screen is new or what the screen formally was titled to help you to translate the old software to the new for the user. This page has been organized in the order of the approval responsibility in the software, so charter schools are listed first, then school districts, and last county office of education screens. Within each LEA type you’ll see the data elements that are due April 15^th separated from the data elements due May 1^st. This was done to highlight those items that are due first. County offices of education and charter schools have data due to us on April 15^th.  And the remaining data elements for the P-2 apportionment are due May 1^st. Also noted on the tables are the due dates for the Annual apportionment. Given that we have a very large captive audience, we’d like to take this opportunity to stress how important it is that we receive the data by the due dates shown on this screen for P-2. Especially since this is a whole new process for us and with performing these calculations for the first time we really need everyone’s help in ensuring a successful P-2 certification. The calendar of key deadlines will continue to be published with prior year correction due dates and the 2014−15 calendar should be released within the next couple of months. Another new Web page that has been created is the contacts page. You can access this page from either the main Principal Apportionment Data Collection Web page or by clicking on the Contacts link at the top of the due dates page. This page is also organized in the same format as the due dates pages by LEA type and entry screen. On it you will find the contact names of CDE employees that will be able to help you with technical software problems or questions about the data entry for a particular screen should the Software User Guide or Data Reporting Instruction Manual not answer your question. Going back to the main Principal Apportionment Data Collection Software page, at the bottom of the page you’ll see a placeholder for the Webinar recording that, as Caryn mentioned, will be available sometime next week. I’d like to point out one last resource, which in my opinion is the most important resource, and then we will move on to what you’ve signed up for; the demonstration of the data collection software. I’m going to select “Finance and Grants” from the breadcrumbs link at the top of this page. Then under Highlights in the middle of the page select “Principal Apportionment”, which will take you to the main Principal Apportionment page. In the middle of the page you’ll see information on how to sign up for the PASE Listserv, which has been in operation for about five years. Those that are already signed-up know that we use the PASE Listserv to communicate Principal Apportionment information, such as: Notification when we’ve certified Advance, P-1, or P-2 and that the funding exhibits are available for viewing on our Web site. Reminders for data submission due dates is also sent out, as well as notifications on when we release software, and any other relevant and timely information. There are just shy of 1200 members and there should be well over 2000 members. If you are not signed up or know of a colleague that would benefit from the information we share through this listserv, please pass on to them this Web site link because it is available to anyone who wants to join. Ok, now onto the Principal Apportionment Data Collection Software.

Demonstration on the Principal Apportionment Data Collection Software

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Before I open up the software I’m going to show you how to change the compatibility to XP for users that operate Windows 7. After you’ve installed the software, it should appear on your desktop. Locate the software and right click on the Principal Apportionment Data Collection shortcut on your desktop. Select Properties. Next click the “Compatibility” tab. Click on the “run this program in compatibility mode” button, and then from the drop down list selection Windows XP (Service Pack 3). Select apply and Ok. And that’s all. Now, I’m going to open up the software and comment on changes that apply to all users and then Caryn will begin the charter review. The log-in screen works the same as it did under the previous version of the software and you’ll notice the software name has been updated on this screen. Today we’ll be demonstrating the software as a county user to allow us access to all the entry screens regardless of user type. As mentioned in the Webinar announcement, today’s session will not be a training on the software’s functionality because the structure of the software did not change. If you have a question about how to use the software or need a refresher you can review the software user guide or contact CDE for assistance. Ok let’s log-in to the software. A new feature of the software is that when a user logs in all the entry screens applicable to the period selected will appear in the grid at the bottom of the screen. Under the prior version of the software you had to select revenue or attendance first and then the entry screens appeared. A feature that was included in the previous versions of the software and not included in this release is the ability to print blank reports. While beta testing the software we ran into problems with the operation of this feature so a decision was made to remove blank reports to not hold up the release of the software. With that said, we’ve already heard feedback from several LEAs about the removal of this functionality in the last two days and have updated the Known Problems, Fixes, and Workarounds Web page with an alternative for this year and we will look into a more long term solution for next year, if needed. Now, I’ll show you how the help function works in this software release. If you select help from either the Menu on the main screen or from within a data entry screen you’ll be taken to the Principal Apportionment Data Collection Web page where the resources I reviewed for you are available. So, closing that and going back into the software, just a couple of closing general overview comments. As you work through your entry screens you’ll find that we’ve updated, added and, deleted edits checks as needed. In addition, the certifications have been created for all new entry screens and the language on the certification page for all other screens have been updated with the exception of the tax entry screens, which will be updated next year. Now, I’m going to turn it over to Caryn and she is going to walk you through the charter screens.

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CM: Thank you Elizabeth. We’ve formatted this portion of the Webinar to align with the structure of how the data will be transmitted to CDE. I will begin with charter school data collection screens, then Elizabeth will cover the school district screens, and she will wrap up with the county office screens, so that participants can sign-off once we cover their area. There are eight total entry screens that are available to charter schools, seven of them are available for the P-2 period; the eighth screen is only available for the Annual period. When you log on as a charter school, only the charter school screens will be available to you. For this first charter school screen we are going to log on as Youthbuild Charter school in Inyo County because this school will have access to all of the features in the first screen. Sorry we just have to log back on. We will select the P-2 period, then we will select Inyo Youthbuild charter, then we will select the Attendance Charter School screen. The first thing I want to mention about this screen is it replaces the four Attendance Charter School Block Grant screens – EHS, Unified, SBC for Statewide Benefit Charter Schools, and COE, for Countywide charter schools. So if you were using one of these screens before you would use Attendance Charter School. The first thing you’re going to notice is the screen opens too small. You should reposition the screen to the top of the monitor, then grab the bottom corner of the screen and drag it open so you can see the whole screen at once. You are also going to notice that there are two tabs at the top of this screen and there is an ADA allocation button at the bottom of the screen. Some screens have multiple tabs like this one at the top and some have only one. In any event, this screen opened to the regular ADA tab and that is where we are going to start. The functionality of the software is the same so we’re not going into the save, check save, adding new records features of the software, but if you have any questions about that functionality, you should refer to the instruction manual and the user guide for help. Ok, now on the regular ADA tab, the first thing you need to look at are a couple of general questions about your charter school. They are in the top middle part of that box. You are required to answer these questions to the extent they are applicable to your school. The first question is- did your charter cease operation during the fiscal year- yes or no? The second question is- is this charter in its first year of operation- yes or no? If yes, provide date when instruction commenced. You will notice that the date field is not available unless you answer yes to first year of operation question. Then we are going to ask you- does your charter school operate multiple instructional tracks- yes or no? If your charter operates a single instructional track, you must enter days of operation during the Annual period. Only if your charter school operated a single track and ceased operation during either the P-1 or P-2 period, you must also enter days of operation in this last box. If your charter school operates multiple instructional tracks, you must enter ADA, at both the P-2 and Annual period on the multitrack tab in addition to the regular ADA tab. Note that you previously only had to report ADA by track for the Annual period, and now it is required at both P-2 and Annual. So moving on to the rest of this regular ADA screen, you will see that the screen is in a grid format rather than linear, but the individual data elements are the same, except that kindergarten and grades 1-3 are combined where they used to be separate. Where you had to report ADA by grade span before, including how much of your ADA was classroom based, that hasn’t changed. You can just see it all on the screen at the same time now. One more minor change is the K-3 grade span column now also includes TK in the title. TK stands for Transitional Kindergarten. We added TK to the title to clarify that TK ADA should be included in the K-3 reporting. So, now onto the multitrack tab. If you indicated that you operate multiple instructional tracks, you must report ADA by track at both P-2 and Annual. Days of instruction for each track are only required at Annual, unless the charter ceased operation during the year. Note that charters operating multiple instructional tracks are no longer required to get a board waiver, but they are all required to follow the new requirements in Education Code Section 47612. Also, multitrack ADA is now part of the K-12 audit guide. This is just a helpful tip, it really isn’t related to the software. For charter schools in unified districts, you will notice that you no longer have to report ADA by resident/nonresident. That is because there is no longer an adjustment for basic aid unified districts or unified districts with conversion charter schools. So that is one workload that will go away here. The ADA allocation button at the bottom of the screen is there for countywide charter schools, which is schools that were authorized pursuant to Education Code Section 47605.6. We selected Inyo Youthbuild charter school to view this screen because this screen is only available to countywide charters. If you are not a countywide charter school, this button will not be visible to you. You will see that we can’t enter this screen until we have saved ADA, so we will go back to the original screen and enter some data. Will enter a few numbers and save them. You will notice that we will be prompted to answer the multitrack question at the top, so we will go ahead and enter multitrack no. Then we can save this form. Now, when we click ADA allocation, it should open for us, but it prompts us to add a record. The software will prompt us to enter the first county and district of residence and report ADA. We will repeat this and report ADA for every different district of residence. This is not a new exercise for countywide charter schools, so you should be familiar with this. This is so that in-lieu of property taxes can be calculated for the district of residence, if that district is basic aid. That’s all for the Attendance Charter School screen.

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To view the rest of the charter school screens we will pretend to be Placer County, because all of the other charter screens that we want to show you exist within Placer County. So we have to exit out of the software, and go back in as Placer County. You may notice on the screen there are more selection options than what you may be used to in the charter screen. That is because we are logged on as a county user group so that we can move through the different types of entities, specifically charter schools, school districts and county offices of education. The next new screen is the Attendance Charter School- All Charter District screen. We will select Ackerman Elementary/Bowman Charter school. This screen is very similar to the screen we just looked at. You can see that the basic screen works the same way, it’s in a grid format, with regular and multitrack tabs at the top. You also start with the same general questions at the top. Multitrack rules are the same as mentioned for the Attendance Charter School screen. You will see that this data entry screen is longer than the last one we saw. That is because all charter districts are required to report attendance by resident and nonresident. This is true on both the regular ADA and multitrack ADA tabs. That is because all of the all-charter districts will receive declining enrollment funding for their resident ADA. For us to determine this, however, we must collect ADA separately for resident and non-resident. Something that is new for all charter districts is, while data input is required for each individual school in the all-charter district, the data will be combined and it will be funded as a single entity. This will be true for all charter districts. All charter districts will all be funded the same way, no more revenue limit or block grant. There will be no in-lieu of taxes, just straight property taxes like a school district. There will still be no Necessary Small School funding. Next we go to the Attendance Charter Funded County Programs screen. This form is to be used for county program charter schools that were authorized pursuant to Education Code Section 47605.5. This form replaces the Attendance County Operated Charter Schools Program COE form and the Attendance. We will first select Placer County Pathways Charter school, because it is a county program charter. We will then open the Attendance Charter Funded County Programs screen. You will see when you open this screen the first thing you need to do is to add a new record, because all of the ADA needs to be reported by district of residence. You will click “Add New” for each district of residence record. After you add the first record, you will be prompted to answer the same general questions that we discussed on the previous screens. You will then enter all of the ADA for that district of residence. When you are done with that district, you will click “Add New” for each new district. You will notice that the same general questions pop up in each individual record. It shouldn’t do this- we should only ask these questions once. This will be fixed next year. But, for this year these questions pop up in each record, but the answers from the first record will automatically populate to each subsequent record so you only have to answer the questions once. Note that any changes you make on the subsequent records will update, or supersede, the initial responses on the first record. You will also notice that the ADA is reported by type of program. Remember, this screen is for charter schools that operate county programs. It is for the students that do not meet the eligibility criteria to be funded at the higher rate pursuant to Education Code Section 2574(c)(4)(A) or (B). (previously referred to as juvenile court or “type c”). The ADA of students that do meet these criteria will be reported in the Attendance COE Charter screen, which we’ll get to in a few minutes. If you think you are operating a county program charter but are not operating a county program, it is possible that you are really operating a countywide charter school. We recommend you carefully read Education Code sections 47605.5 and 47605.6. If you need to change your charter type, please call CDE before reporting your data for P-2 and we can talk to you about it and possibly change your designation. The special education categories on Lines A-3 and A-5 are funded based on P-2, using days attended divided by days taught. The special education extended year category on Line A-7 is funded based on Annual attendance, again using days attended divided by days taught.  The remaining categories will be funded based on the P-2 period, but they will use a fixed divisor. This is how the attendance was calculated when you previously reported ADA using the Attendance County Operated Charter Schools Program COE form, but if you previously reported ADA on the Block Grant COE form that was not using a fixed divisor, and this may be a change for you. One last piece of information about this screen. While we do ask if your charter school operated multiple instructional tracks, we are not collecting ADA by track for this screen at this time. We will add that feature in a future release. For now, if you report ADA in this screen and you operated multiple tracks, we may be calling you to ask a few follow up questions.

[current position: 46 minutes 33 seconds elapsed]

The next charter screen we will look at is the Attendance COE Charter school screen. We will stay in Placer County Pathways Charter. This screen replaces the old Attendance COE Charter School Revenue Limit form. If you operate a county program charter and have ADA for any students that meet the eligibility criteria in Education Code Section 2574(c)(4)(A) or (B), you would report that ADA here. These are the students that are either in a juvenile hall, home, day center, ranch, or camp; they are probation referred pursuant to Welfare and Institutions Code sections 300, 601, 602 or 654; they are on probation or parole; or they were expelled for any of the reasons in Education Code section 48915(a) or (c). When you open this screen you will need to answer the same general questions. Then you will start entering your ADA. You will notice this screen looks different than the other charter ADA screens, as the ADA is grouped by elementary and high school. This ADA is not funded under the same funding model as all other districts and charter schools. Instead, the ADA for these students will roll to the county office of education and the funding will flow to the county office, just like it did before. These students will be funded under the county office LCFF formula. If the charter school operates multiple tracks, you will need to report ADA by track as you would for any other charter school. So that’s it for that screen. Next we’ll move on to Basic Aid Supplement Charter School. We will stay in Placer County but will pick another charter school. The first thing you will see when you enter this screen is a pop-up message that says if you change any of the Attendance Charter School Data you must revalidate the Basic Aid Supplement Charter School screen. You will then get a pop up that directs you to add a new record. This screen looks like the other screens we’ve already previewed. It’s the same grid format. It is another multi-record screen, meaning you have to enter information by district of residence, so you must add a separate record for each district. This screen is used by charter schools to report ADA by district or residence if their school district is basic aid, or if the district was taken out of basic aid status because of the charter school. If you are not sure whether your charter school should complete this screen, you should talk to your sponsoring school district (and districts, if this applies to you, you should make sure your charter school reports the information to us). For more information on the basic aid supplement, you can refer to Education Code Section 47663. There were some changes in how this funding is to be calculated, both from the perspective of capping the amount of funding to be provided, and also changing the calculations to accommodate the LCFF. The reporting of ADA for the basic aid supplement is largely the same, except that the ADA must now be reported by grade span, in addition to by district. This will likely be more data entry than before, but this detail is necessary for LCFF funding purposes. The basic aid supplement is still a multi-record screen. First you add a record, then enter the county and district of residence, and then enter the applicable ADA by grade span, and the portion that is classroom based. The total attendance by grade span for the cumulative district records must be less than or equal to the ADA reported on the Attendance Charter School screen. The rest of the charter screens are all new, to accommodate information that was not part of the old block grant funding formulas, but is part of LCFF.

[current position: 50 minutes 25 seconds elapsed]

We next go next to the Charter School Adjustments to CALPADS Data screen. We will go back to the county program charter school Placer County Pathways Charter, because only county program charter schools will have to enter data in this screen. We mentioned that the students served in a county program charter that meet the criteria in Education Code Section 2574(c)(4)(A) or (B) will be reported by the charter school but funded at the county office level. Likewise, the unduplicated pupil counts for these students are reported by the charter school in CALPADS, but these counts should move to the county as well, to align the attendance and demographic data used for LCFF funding. We already know the students enrolled in a juvenile court school because these schools have a separate designation in CALPADS, but we don’t know which students met the criteria in Education Code Section 2574(c)(4)(A). We are hoping that this information can be reported in CALPADS next year, but for now we have to collect it through our principal apportionment data collection process. This is a very straightforward screen, with only two data elements. You should report the enrollment and unduplicated counts for the students that met those criteria on CALPADS information day, sometimes we call it census day as well. While the screen is straightforward, it may take a bit of time to go through CALPADS counts, identify the students based on this criteria and sum those totals. These counts will be subtracted from the charter school’s enrollment and unduplicated count and will be added to the county office’s count. This is one of the screens due to us April 15. The next charter school screen we will look at is the Charter School Physical Location. This screen is required for all charter schools except for all-charter districts. This screen is used to report each school district in which the charter school is physically located or has a school facility. It is another pretty straightforward screen, and you just add records and report every district that you are physically located in from the drop-down menu. You first pick the county then the district. Enter as many districts as may apply to your charter school. We expect that most charter schools will only report one district and that district will be the same as the authorizing district. But, that will not always be the case, so we are requiring each charter school to report this information. Even if you have only one location, because district boundaries overlap for elementary and high school districts, you may still be located in two separate districts, so you should enter both. This information will be used to cap concentration funding for the charter school, and it will be used to determine the base funding to use for new charter schools. This screen is only available for the P-2 and P-2 corrected mode for 13−14. In future years, this screen will likely be required for the P-1 period. This data is also due back to us by April 15.

[current position: 53 minute 52 seconds elapsed]

So that’s all for that screen, there is one more charter school screen we are going to show you, and it’s only available in the Annual period, so we are going to go to Annual, and we are going to click on a charter school, then we are going to open the Charter School Audit Adjustments to CALPADS Data screen. This screen will be used to report audit adjustments to your CALPADS data, either enrollment or unduplicated pupil counts, or both. This screen may also be used to report corrections or adjustments that occurred after the close of the year or that were not certified by CALPADS prior to June 30 of the current year. These corrections must be accompanied by either an audit report or an auditor’s letter of concurrence before CDE will bring in the corrections. These adjustments will affect the LCFF calculations only, and will not be reflected in any other program that uses CALPADS data. The first row in this screen is for all charters to enter their data; you would just report the net change to your enrollment count and the net change to your unduplicated pupil count. Remember, this is still as of information day, meaning the first Wednesday in October of 2013. The second two rows are for county program charter schools to report adjustments to the enrollment and unduplicated pupil counts for the students that are funded through the county office of education (those that would use the Attendance COE Charter School screen). Now, Elizabeth is going to review some of the district data entry screens.

[current position: 55 minute 35 seconds elapsed]

ED: Thanks Caryn. Before we move on to the district screens, I understand we are having some technical difficulties with the Q&A feature, and since we have staff standing by to answer your questions, we are going to take a few minutes to resolve the issue with the technology staff. So we are going to place you on hold, and you are going to see some stuff on the screen that we are going to fix, and then we will get back to you. Thank you.

[current position: 57 minute 40 seconds elapsed]

Okay, so we are back now, and it looks like we have resolved the question and answer feature and they are starting to come in, we apologize for that. So now we are going to move on to the district data entry screen. We are going to practice with Kern, because within that county I’m able to select different districts to gain access into all the school district screens I will demonstrate for you. All the entry screen grids for school districts will appear once you select “District” from the LEA menu for the period you have selected and I’ll review them in the order in which they appear. There are a couple of screens on the grid that I won’t review because there are minimal changes or they only affect a very small number of districts. In developing the software we did work with the district advisors from your county offices of education on the changes you’ll see in these screens. 

[current position: 58 minute 38 seconds elapsed]

We are going to select the Kern Union High School District from the LEA list. The first screen we will review is the ADA and participation data entry screen for the Adults in Correctional Facilities Program. This is one of the few categorical programs that remained intact. This entry screen does not pertain to all districts and is only open to those that are program participants. The ADA collection for the program has been moved from the Adults tab in the Attendance School District entry screen in the prior version of the software and is now being reported on Line A-1 along with the participation certification collected on Line A-2. This screen is identical for district and county office of education participants and is pretty straight-forward. The next screen we will move onto is the Attendance School District entry screen. This screen is open to all school districts and is where most school districts will report the majority, if not all, of their ADA. The first thing you may notice is the screen opens too small. If so, you should grab the bottom corner of the screen and drag it open so you can see the whole screen at once. The screen opens to the Regular ADA tab. The format of this screen is significantly different from how school district ADA was previously collected in the two columns of elementary and high school linear format. With the expansion of reporting all ADA categories by grade span, the grid format will be easier for the user to enter the data than the previous linear format. On each line you’ll be able to enter data and tab to the next column. All grade span columns are open for data entry regardless of the district type, so please use caution when entering data to make sure you are reporting ADA in the correct grade span column as it will affect the district’s funding. I’ll review for you some highlights about the restructuring of this data entry screen. There are no longer ungraded ADA categories, as all ADA is reported by grade span. This is because under LCFF each ADA generates a different amount depending up on the grade span of the ADA unlike revenue limits, which was one base revenue limit per-ADA amount. The Data Reporting Instruction Manual provides guidance on how to determine a grade span for ungraded special education students and information on how to report ADA for combination classes. We’ve collapsed several ADA categories into Regular ADA, Line A-1 that were previously reported separately. Opportunity, Home and Hospital, Special Day Class, and Continuation Education are categories of ADA that are part of the greater of current or prior calculation when determining funding and are funded as of the P-2 Attendance Reporting period. Since a statutory reason does not exist to collect the ADA separately they have been incorporated into Line A-1. The next change is Extended Year Special Education, Line A-2 previously fell after the nonpublic, nonsectarian schools and licensed children’s institutions categories but we have placed it right below Line A-1 because it is also part of the ADA we use to determine the greater of current or prior ADA for the district. However, unlike Line A-1 that is as of the P-2 Attendance reporting period Extended Year Special Education is as of the Annual reporting period and therefore needs to be reported separately. The nonpublic, nonsectarian schools and licensed children’s institutions ADA lines have also been combined and are reported on Line A-3 and Line A-4 for extended year for those categories. Community Day School ADA remains a separate reporting category because it is funded based on Annual and is not subject to the greater of current or prior year. You will also notice the K-3 grade span column includes TK, which stands for transitional kindergarten in the title to clarify that TK ADA is to be reported with all other kindergarten ADA. We added this at the request of some LEAs just to clarify that TK ADA is to be reported with all other kindergarten ADA. The next tab in the Attendance School District Entry Screen is the Other Tab, which used to be called the Adults and Other Tab. With the move of Adults in Correctional Facilities ADA to its own entry screen the tab has been renamed. The data collected in B-1 to B-3 related to independent study and transitional kindergarten are not new. Lines B-4 and B-5 have been added to collect ADA for audit reasons, since we’ve collapsed the continuation education and opportunity ADA categories into Line A-1, Regular ADA of the previous tab. The last tab in the Attendance School District Entry Screen is the Prior Year Adjustment tab. This data was previously collected in the District Revenue Limit Adjustment entry screen of the prior software. A district should only complete this screen when certain conditions related to when there is movement of ADA between the district and one or more charter schools, or if the district is involved in a reorganization or territory transfer. Total ADA, not net ADA should be reported in the appropriate grade span column for pupils who were enrolled in the prior year. The data reported in this screen will be used to adjust the district’s prior year P-2 ADA before the calculation of the greater of current year or prior year ADA is done. That concludes the highlights of the Attendance School District entry screen.

[current position: 1 hour, 5 minutes 17 seconds elapsed]

The next three attendance screens shown on the grid are Attendance Supplement School District, Attendance Basic Aid Choice/Court-Ordered Voluntary Pupil Transfer, and Basic Aid Open Enrollment. These entry screens are only open to a select number of districts. The ADA reported in these screens should not also be reported in the Attendance School District entry screen. All of the changes that we just reviewed for the Attendance School District screen are applicable to the changes made in these entry screens. The next screen on the grid is class size penalties. There have not been any changes to the reporting of Class Size Penalty data so we will not review that data entry screen and we move straight to the Necessary Small School program screens. You’ll see on the grid a separate elementary and high school entry screen and before I show each of the screens, I’d like to mention some points that would apply to either. Not all school districts will enter data into these screens. School districts with less than 2,501 ADA that have geographically isolated school sites with less than a specific amount of ADA; 97 ADA for elementary and 287 ADA for high school and elect to be funded under the Necessary Small School model use these entry screens. The ADA reported in these screens by school site also needs to be reported at a district level in the Attendance School District entry screen. As a reminder, the software has dependencies built in between the Necessary Small School entry screens and the Attendance School District screens. If you have not entered data in the Attendance School District screen, or if data has been entered but did not pass check/save process, you will not be able to check/save and export Necessary Small School data. The Data Reporting Instruction Manual provides further guidance on the interaction between these entry screens. There haven’t been any changes to the funding selection and COE certification entry screens in this software release so we won’t cover those in today’s presentation. But just as a reminder, three elements are needed for an eligible school to receive Necessary Small School funding:  A county certification is needed that the school qualifies for funding and under what Education Code. In addition, an election to be funded as a Necessary Small School instead of the LCFF Grade Span funding model is needed. And last, completion of the Necessary Small Elementary School or Necessary Small High School data entry screen for each school site. Ok, now I’m going to open up the Necessary Small School Elementary Screen. And we are going to select a district that is eligible, that has access to this screen. As with the other screens, you may want to click and drag to increase the size of the window for the Necessary Small School Elementary screen before you begin entering school level data. Similar changes such as collapsing ADA categories have been made in this screen as was done in the Attendance School District screen. In Lines A-1 to A-3 you’ll report current year NSS teacher and ADA data by grade span for each Necessary Small Elementary School site. Even though the Necessary Small School funding model does not use ADA by grade span in determination of funding, ADA needs to be reported by grade span so Necessary Small School ADA can be excluded from the calculation of determining the greater of current or prior year ADA. Section B only needs to be completed if the school was not funded as a Necessary Small Elementary School in the prior year. Let’s move on to the Necessary Small High School entry screen. We’ll move down and select Muroc Joint Unified, which has access to the Necessary Small High School entry screen. The screen is pretty straight-forward and the layout is almost identical to that of the Necessary Small Elementary School screen. As with the elementary screen, data is reported by school site and Section B is only applicable if the school site did not receive Necessary Small School funding in the prior year. We’re going to close that screen and move on to a new screen that was created for LCFF. The last school district entry screen I’ll show you is the new School District Audit Adjustments to CALPADS data entry screen. To access this screen, I’ll change the period to Annual as it is only available during the Annual or Annual corrected period. Only districts that have an audit adjustment to report for the district’s enrollment or unduplicated pupil count that were not included in the district’s certified CALPADS data will use this screen. The data affects the district’s Unduplicated Pupil Percentage calculation used to determine the supplemental and concentration grants under LCFF. Adjustments reported in this screen will not be used to modify previously certified CALPADS data for any other purpose. The data entered should be the net change in CALPADS enrollment and unduplicated pupil count identified in the audit finding or auditor letter of concurrence. So this is a pretty straightforward screen as well, and again, the first time you will need it is at Annual, if it applies to you, and the Annual corrected period, so you will not need to complete this for P-2. Before we conclude with the district section, I’d like to remind you that when you view your ADA, unduplicated pupil and other funding exhibits at P-2 you’ll see that students that reside in your district but are served by the county office of education will affect your district’s LCFF funding (these are the district funded county program kids in the flowchart we showed you at the beginning of the Webinar). This happened before under revenue limits, but at the state level we automatically flowed the funding back to the county office of education, which will not be the case under LCFF for P-2. Districts should work closely with their county offices of education to understand how the ADA and CALPADS data for these students will flow through the school district of residence. You can also find a letter on our Principal Apportionment Web page that describes the impacts of these kids along with some frequently asked questions. Now, we’ll move on to the county office of education data entry screens.

[current position: 1 hour 12 minutes 45 seconds elapsed]

We are going to stay in Kern County but I’ll change to COE in the LEA menu and also change back to the P-2 period. In terms of how ADA is reported to CDE, LCFF probably had the greatest impact to county offices of education as illustrated on the flow chart we reviewed at the beginning of the Webinar. I’ll go in the order in which the entry screen appears for the P-2 period. The first screen listed is the Adults in Correctional Facilities screen. We won’t review this screen since it is the same school districts as it is for counties. As with districts, the screen is only available to the participating counties. The first county office screen we will review is the Attendance COE entry screen. The screen will open to the Elementary and High School tab. If you recall how this screen previously looked under revenue limits you’ll see that several program categories of ADA have been eliminated. This is because ADA for this screen is now reported by type of student vs. type of program. The ADA reported in Lines A-2 through A-4 will be used to determine a County Office of Education’s Alternative Education Grant for LCFF. This is ADA for any student, regardless of program, that attends a juvenile court school operated by the county office or is probation-referred, on probation or parole, or expelled pursuant to specific reasons in the Education Code. One last mention that will apply only to a select number of counties is that Out-of-state tuition ADA, on Line A-1 is being collected for 13−14, only. Additional detail as to the reason for the collection and how the ADA will be used is provided in the Data Reporting Instruction Manual. The next tab in this entry screen is the Adults and Other Tab. The Adults in Correctional Facilities ADA reported on Line B-1 of this screen is for the ADA that was previously funded through the County Special School and Classes exhibit and is different from the categorical program Adults in Correctional Facilities ADA reported in the first entry screen on the list. B-1 is greyed out for all but three county offices (Contra Costa, Marin, and Riverside are the only counties that can enter ADA there). Handicapped Adults, Line B-2 is also greyed out for most counties (Glenn, Inyo, and Santa Cruz are the only counties that can enter ADA there). More detail on both of these categories and how the ADA will be used is available in the Data Reporting Instruction Manual. We’ll now move onto the Attendance District Funded County Program entry screen. This screen was previously titled Attendance County Operated Programs COE and the ADA reported in this screen was what was referred to as county funds transfer ADA under the old revenue limit system. When we concluded the district section I mentioned the letter CDE published at the end of February along with FAQs that talk about this particular ADA and the transition to LCFF. If you haven’t seen it I would encourage you to go to our Web site and download the information. And if you need help finding that, send us a note and we will send you the link where you can find it. Under LCFF, counties will report ADA by district of residence for students they serve that are not funded through the county’s Alternative Education Grant but rather the LCFF funding is provided to the district of residence. Some new additions to this screen that were previously collected in the Attendance COE data screen are Homeless which was added to Line A-1 and is in reference to 1981(d), and Opportunity Schools and Classes, Specialized Secondary Schools, and Technical, Agricultural and Natural Resource Conservation Schools added to Line A-5. A county should report in this screen all ADA by grade span for classes run by your county that are not reported in the Attendance COE entry screen. Because this ADA will be funded under the district’s LCFF model it must be reported by grade span. Data reported in Lines A-1, A-2, and A-5 are funded as of the Second Period, while Lines A-3 and A-4 are funded as of the Annual Period. The Data Reporting Instruction Manual provides guidance on how to determine a grade span for ungraded special education students and information on how to report ADA for combination classes for this entry screen. While for the purposes of LCFF funding the ADA reported in this screen will be credited to the district of residence, the ADA will continue to be credited to the county office of education for the purposes of determining the county’s lottery funding, AB 602 Special Education funding, Proposition 39, Mandate Block Grant, etc.

[current position: 1 hour 18 minutes 42 seconds elapsed]

The next entry screen is the COE Adjustments to CALPADS data. This is a new screen for LCFF and is available in the P-2 or P-2 corrected periods. This data is due to CDE on April 15th. LCFF statutes require that the CALPADS enrollment and unduplicated pupil count data for students served by the COE, but for whom the LCFF funding flows to the district of residence be transferred to the district of residence as we do for ADA, and this all goes back to the flowchart that Caryn talked about in the beginning. Because that functionality won’t exist in CALPADS until 2014−15, this adjustment to a COE’s certified CALPADS data will be captured at the county level through the Principal Apportionment Data Collection software for 13−14 only. The data reported by a county in this screen will not be reported back to the CALPADS system, nor will a county see these adjustments reflected in any CALPADS data. The adjustments that are being made in these screens are being made solely for the purpose of calculating LCFF funding. COE’s will report in lines A-1 and A-2 by district of residence the enrollment and unduplicated pupil count as of Information Day (first Wednesday in October) students that are not funded under the COE’s Alternative Education Grant. Note the CALPADS data is a point in time count which is unlike ADA. It is possible that a COE will claim ADA for a student in the District Funded County Programs screen that was not enrolled in the county on the first Wednesday of October and therefore that student should not be included in the county’s adjustments in this screen. The data reported in this screen will be a deduct from the county’s certified CALPADS data and an addition to the district of residence’s data which will affect both the county’s and the district’s Unduplicated Pupil Percentage we use in calculating the supplemental and concentration grants. The transfers will be reflected on the Unduplicated Pupil Exhibits that will be published as part of the P-2 Certification. We’ll now move onto the COE LCFF Adjustment screen. This screen was previously titled County Revenue Limit Adjustments. This screen is pretty simple and straight-forward and retained those local revenue offsets (Lines A-1 to A-2) and expenditure reimbursements (Line B-2) that continue under LCFF. Only those counties that have data to enter need to export a file to CDE. If the county does not have any information to report, a file with zeros does not need to be submitted. Out-of-state expenditure data is being collected on Line B-1 for those counties that might receive a one-time reimbursement should the proposed legislation for one additional year be enacted. Additional detail is provided in the Data Reporting Instruction Manual. The last county office entry screen I’ll show you is the new COE Audit Adjustments to CALPADS data entry screen. To access this entry screen, I’ll change the period to Annual as it is only available during the Annual or Annual corrected period so you won’t have to worry about this for P-2. Only counties with audit adjustments to report for the county’s enrollment or unduplicated pupil count that were not included in your certified CALPADS data will use this screen. The adjustments reported in this screen will not be used to modify previously certified CALPADS data for any other purpose. Adjustments reported on Lines A-1 and A-2 will affect the county’s Unduplicated Pupil Percentage calculation and adjustments reported on Line B-1 will affect the district of residence’s Unduplicated Pupil Percentage calculation. All data reported must be substantiated by the COE’s audit report or an auditor’s letter of concurrence. Depending on type of student, a county will either report the adjustment in the County Funded Student, Section A or District Funded County Served Student, Section B. The need for separate sections is because of the funding that flows to the district of residence for certain students served by the county. To access Section A, the county will need to add a new user as the county office of education. To access Section B, the county will need to add a district of residence record and should enter the adjustments for each affected district. In both sections, the user should enter the net change in CALPADS enrollment and unduplicated pupil count identified in the audit finding or auditor letter of concurrence. That is all we will review for the county screens, at this point I will turn it over to Caryn for a couple of closing comments.

CM: This concludes our Webinar. It was a lot of information and if you missed anything, we will be making the information available to you. We’ve provided one last slide with a recap of the resources we have available to assist you. As a reminder, all of the Webinar materials will be available on our Web site hopefully within a week so users can refer back to it as they begin using the software for the P-2 data submission. We will continue to work to improve our instructions and documentation so if something is not clear we would like to hear your feedback. Please send an e-mail with suggestions to PASE@cde.ca.gov. If you know of others that would benefit from what we have covered today, please pass this information along to your colleagues.

Webinar ends.