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CALPADS Update FLASH #156

Topics include: Purging of Former Foster Youth report; direct certs in July and August; charter school reporting; SSIDs for adult ed; new enrollment status code: 50 - Non-ADA Enrollment; clarification on data elements for students with disabilities.

To:           Local Educational Agency (LEA) Representatives

From:      California Department of Education (CDE) –
                California Longitudinal Pupil Achievement Data System (CALPADS) Team

Date:       June 24, 2019

SubjectCALPADS Update FLASH #156


Purging of Former Foster Youth Report

Per an agreement with the California Department of Social Services (CDSS), report 5.9 - Former Foster Youth – Student List only includes students who ceased being a foster youth in the current academic year. The Former Foster Youth report does not span academic years. As a reminder, after the weekly upload on July 5, 2019, the report will be refreshed and will begin to show only students changing foster status in the 2019–20 academic year. If there is a need to keep historical records of the former foster youth in the 2018–19 academic year, you must download report 5.9 as a csv file or save a copy of the report on or before June 30, 2019.

Preparing for Direct Certification Counts During July and August

Local educational agencies (LEAs) should download the Direct Certification results prior to June 30, 2019 if they have a need to track the students who were directly certified by CALPADS in 2018–19. LEAs are also reminded that, as they exit their students at the end of the academic year in CALPADS, all students exited with a Student Exit Reason Code of anything other than an E155 – Year End Enrollment Exit will not be sent over for direct certification matching until subsequent enrollment records for the new academic year are received in CALPADS. This means that your direct certification counts could be significantly lower than expected until subsequent enrollments are submitted to CALPADS.

This will most significantly affect any schools serving grades K–6 that choose to exit their students with Student Exit Reason Code E450 – Pre-K–6 Exit, because these students are not sent over for direct certification matching; only students with a Student Exit Reason Code of E155 continue to be sent over for matching, since it is expected that these students will return. It is recommended that all enrollments for the new academic year be submitted to CALPADS prior to August 1, 2019 so that these students can be matched for the August direct certification extract.

Important Changes to Charter School Reporting and Deadline Extension

With the transition of the California Special Education Management Information System (CASEMIS) into CALPADS, beginning in the fall of 2019, all data for students with disabilities (SWD) with be collected in CALPADS. In the annual letter providing information about charter school options for reporting data to CALPADS sent on May 29, 2019, Charter School Administrators and Charter School Authorizers were informed that beginning in 2019–20, charter schools must submit data for students with disabilities and general education students the same way. Currently, some charter schools submit their CALPADS data directly, and submit their data for students with disabilities through their authorizing LEA, or vice versa. After the transition of CASEMIS into CALPADS, the data for both populations must be submitted the same way, either directly to CALPADS or through the authorizing LEA. The CDE has extended the deadline by which charter schools must inform the CDE of changes to how they plan to submit CALPADS data from June 30, 2019, to July 15, 2019. LEAs and charter schools should be discussing this issue now. Here is a link to the CALPADS/CBEDS Charter Reporting Status Change Form: https://www.cde.ca.gov/ds/sp/cl/documents/statuschgformv11.pdf

Update on Assigning SSIDs to Students in Adult Education Programs

CALPADS Flash #149 informed LEAs that in 2019–20, public K–12 LEAs that administer Adult Education Programs (AEPs) are responsible for acquiring statewide student identifiers (SSIDs) for adult students who do not have a CALPADS SSID, or who do not have a social security number (SSN) in the California Community College Adult Education Data System (California Education Code Sections 52523 and 78401). Flash #149 describes a one-time match process that the CDE would undertake to assist LEAs in this process, and it provided guidance regarding how LEAs/AEPs were to acquire identifiers for these students through CALPADS in the future.

The CDE has now conducted the one-time match process with current adult education students, and based on that match, has decided to pursue an alternative strategy for assigning unique identifiers to this population, which does not require LEAs/AEPs to acquire CALPADS SSIDs for these students. Therefore, LEAs/AEPs are no longer required to acquire CALPADS SSIDs for these students, and if any CALPADS SSIDs have already been acquired, there is no need to take any further action.

New Enrollment Status 50 – Non-ADA Enrollment

Beginning with the 2019–20 Fall 1 submission, LEAs will be able to submit enrollments using a new Enrollment Status Code of 50 - Non-ADA Enrollment. This enrollment status code is specifically for use when reporting enrollments for students who are required to be tracked for state reporting, but for whom the LEA receives no apportionment. Following are examples of the use of this enrollment status:

  • Students with disabilities enrolled in private schools (not nonpublic nonsectarian certified schools) on Individualized Service Plans (ISPs)
  • Students who are paying tuition to attend a California public school, e.g., foreign exchange students or students whose primary residence is in Mexico.

This enrollment status should NOT be used for students in Transitional Kindergarten programs who are not yet five years old.

Clarification on New Data Elements for Students With Disabilities

We have received requests for clarification on new data elements being collected for students with disabilities in the CALPADS Student Enrollment (SENR) File and in the California Special Education Management System (CASEMIS) for the 2018–2019 academic year. The information below should provide clarification on these new data elements.

Postsecondary Transition Status Indicator

In May 2019, a new indicator became available on the SENR file: Field 1.43 - Postsecondary/Transition Status Indicator. This new indicator was added as a direct result of the retiring of the Grade Level Code of US – Ungraded Secondary, and criteria were provided for using this indicator. Some LEAs, however, have requested further clarification regarding how to identify a student in “postsecondary transition status.” CALPADS Administrators should consult with their special education program staff when attempting to identify students who are in postsecondary transition status. Students who have been flagged with a “Y” in the Postsecondary Transition Status field will be excluded from the denominator of the Dashboard Alternative School Status (DASS) graduation rate.

The following bullets provide additional clarification:

Students in postsecondary transition status are:

  • On active Individualized Education Plans (IEPs).
  • Equal to or greater than 17 years old.
  • Still enrolled in a K–12 school after their initial cohort graduation year.
  • Enrolled in the LEA solely for the purpose of receiving services related to the transition from secondary education to college, career, and independent living.
  • No longer taking courses that would generate credit towards a standard high school diploma.

Work-based Learning Indicators for Students with Disabilities

For 2018–19 only, CASEMIS is collecting two additional indicators for the end-of-year CASEMIS submission. These two new indicators are being collected in CASEMIS for the 2018–19 year for potential use in the College/Career Indicator (CCI) on the California School Dashboard. The collection of these indicators will be transitioned into CALPADS in the 2019–20 academic year along with all of the data currently collected in CASEMIS:

  • 14.38 – WorkAbility I Work-Based Learning Program Completion Indicator

    An indication of whether or not a student successfully completed a minimum of 120 hours of a program for students with disabilities on an IEP that offers students work-based learning experiences that develop knowledge and job skills in compliance with the Fair Labor Standards Act (FLSA) requirements. For example:

    • Student wages for try-out employment
    • Placement in Workability I subsidized competitive integrated employment
    • Employment—unsubsidized competitive integrated employment
    • Apprenticeship
    • Internships (paid or unpaid)
    • Community based vocational instruction

A “Y” indicates that the student successfully completed the program; an “N” indicates that the student did not successfully complete the program.

  • 14.59 – Department of Rehabilitation Student Services Work-Based Learning Program Completion Indicator

    An indication of whether or not a student successfully completed a minimum of 120 hours of a program for students with disabilities on an IEP administered by the California Department of Rehabilitation Student Services that offers work-based learning experiences. This may include in-school or after school opportunities, experiences outside of the traditional school setting, and/or internships. For example:

    • Student wages for try-out employment
    • Placement in subsidized competitive integrated employment
    • Employment—unsubsidized competitive integrated employment
    • Apprenticeship
    • Internships (paid or unpaid)
    • Community based vocational instruction

A “Y” indicates that the student successfully completed the program, an “N” indicates that the student did not successfully complete the program.

Questions:   CALPADS/CBEDS/CDS Operations Office | calpads@cde.ca.gov | 916-324-6738
Last Reviewed: Thursday, June 27, 2019
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