1. No category

Paula Mishima, Administrator
Education Data Management Division
Carolyn Zachry, Ed.D., Administrator
Career Technical Education Administration Management Office
1
Tom Torlakson
State Superintendent of Public Instruction
2
WHY?
WHAT?
HOW?
WHEN?
WHO?
3
 The
Problem
 The Vision
 The Solution
4

The data “system” prior to 2009 included
numerous disparate aggregate data collections –
125 and growing, which:
◦ Resulted in LEAs reporting variations of the same data
for different programs to multiple offices within the
department
◦ Was non-responsive to changing reporting requirements
◦ Was of poor quality
◦ Had no longitudinal capacity and therefore yielded little
useful data to inform policy making
◦ Presumably wasted resources at local and state levels
reporting and collecting data
5

To address the problem there was a vision to
create a data system based on the collection of
student-level data which allowed:
◦ Data submission to be centralized and streamlined,
encouraging centralized, standardized data collection
◦ Increased data consistency and integrity
◦ Data at the state level to be combined in different ways
to meet current and future state and federal reporting
requirements
◦ Data to be maintained longitudinally, that is over space
and time
◦ Fewer resources to be devoted to data collection and
submission—theoretically
6

Such a system would provide LEAs:
◦ Immediate access to basic information on
transferring students which helps them to better
serve students
◦ Ability to update data on an ongoing basis
◦ Access to longitudinal data
◦ Reduction in aggregate reporting to the state
◦ Potential cost savings
7

Such a system would provide the STATE:
◦ Rich, quality data for accountability, research,
program evaluation, resource allocation, decision
making
◦ Capacity to produce new statewide reports and
responded to requests for other reports
◦ A streamlined data collection and reporting
system to meet state and federal requirements
8
The vision became the California Longitudinal
Pupil Achievement Data System (CALPADS)
Is CALPADS doing what was envisioned?
9

For LEAs:
◦ Immediate access to basic information on existing and
transferring students which helps them to better serve
students
 LEAs are beginning to rely on CALPADS for such information
as English Language Acquisition Status of transferring
students
 LEAs look to see whether students have transferred before
investing dropout recovery resources
 LEAs receive reports on who their foster students are so they
can better serve them
 LEAs receive reports on which students are directly certified
to receive free meals under the National School Lunch
Program
◦ Ability to update data on an ongoing basis
 Work flow can be “evened-out”
10

For LEAs:
◦ Access to longitudinal data
 Since data “travels” with the student, LEAs have access
to students’ enrollment, program, assessment
histories
◦ Reduction in aggregate reporting to the state
 CBEDS (SIF and PAIF), LCEN, SNOR discontinued, other
new collections avoided
 No student data collected on statewide assessments
and registration streamlined
 Perkins and Special Education (CASEMIS) now being
transitioned to CALPADS, and once transitioned will be
discontinued
11

Potential cost savings
◦ Not necessarily “cost” savings, because there is a
cost to better data
◦ However, there is a clear benefit to better data, as
LEAs report they better understand their data and
so use it more
◦ Staff who spent time on creating aggregate reports
must continue to support data collection and act as
data stewards working with CALPADS staff; any time
freed up can be focused on program needs
◦ AVOID the pitfall of simply turning the work over to
CALPADS staff
12

For the STATE:
◦ Rich, quality data for accountability, research, program
evaluation, resource allocation, decision making
 Now able to calculate a 4-year graduation cohort rate
 Now able to calculate long-term English Learners
 Potential to track outcomes, for example of CTE completers
into college and career
◦ Capacity to produce new statewide reports and
responded to requests for other reports
 Produced student discipline reports that affected state policy
 Provided data needed for the new Local Control Funding
Formula (LCFF) without a new data collection
13

For the STATE:
◦ A streamlined data collection and reporting system
to meet state and federal requirements
 CBEDS (SIF and PAIF), LCEN, SNOR discontinued, other
new collections avoided
 Data no longer collected on statewide assessments
and registration streamlined
 Perkins and Special Education (CASEMIS) now being
transitioned to CALPADS and once transitions, will be
discontinued
14
All documents available from
CALPADS Web Page:
http://www.cde.ca.gov/ds/sp/cl/systemdocs.asp
Short cut to page is:
www.cde.ca.gov/calpads
Documents under “System Documentation”
15

Throughout the remainder of the
presentation the following documents will be
referenced
CALPADS File Specifications (CFS)
◦ Includes all standard files, data elements, and data
element definitions

CALPADS Code Set
◦ State Course Codes (State Group Course)
◦ CTE Pathway
16

CALPADS Valid Code Combinations
◦ CTE Pathway – CTE Industry Sector Tab
◦ Course Group Master Combo
 CTE Non-traditional Gender
 Capstone Course

CALPADS Error List
◦ Input Validation Rules (IVRs) conducted on incoming
data
◦ Certification Validation Rules (CVRs) conducted on data
being certified

CALPADS Data Guide
◦ Geared for program staff to understand how data is used
◦ CTE section: Pages 183-190
17
 What
is CTE?
 What is a CTE Course?
 What is a CTE Pathway?
 What is a Capstone Course?
 Where can I find more information?
18
Perkins IV defines a threshold level of CTE as
1. offer a sequence of courses that;
a. provides individuals with coherent and rigorous
content aligned with challenging academic standards and
relevant technical knowledge and skills needed to
prepare for further education and careers in current or
emerging professions;
b. provides technical skill proficiency, an industryrecognized credential, a certificate, or an associate
degree; and
c. may include prerequisite courses (other than a
remedial course) that meet the requirements of this
subparagraph; and
2. include competency-based applied learning that contributes
to the academic knowledge, higher-order reasoning and
problem-solving skills, work attitudes, general employability
skills, technical skills and occupation-specific skills, and
knowledge of all aspects of an industry, including
entrepreneurship, of an individual.
(Sec. [3][5])
19


Provides technical skill proficiency
Leads to an industry recognized credentials,
certificate or associate degree
20

Provides competency-based learning that
provides:
◦
◦
◦
◦
◦
21
Academic knowledge
Higher-order reasoning and problem-solving skills
Work attitudes and general employability skills
Technical skills and occupation-specific skills
Knowledge of all aspects of an industry
CTE
Local
Course
State
Course
Code
CTE
Local
Course*
State
Course
Code*
CTE
Local
Course
State
Course
Code
CTE
Local
Course*
State
Course
Code*
CA CTE
Pathway
CA CTE
Pathway
Industry Sector
or
Federal Career
Cluster
*Is a Capstone Course
22


All CTE courses must be:
◦ Taught by an appropriately credentialed
teacher
◦ A minimum of 150 hours or 1 year of
instruction
◦ Meet CTE state course code definition defined
in CALPADS Code Set
Each local CTE courses must map to state
course code (codes 4000-5999)
23


Program staff should ensure local CTE
courses are correctly mapped to state course
codes
Mapping local courses to state courses:
◦ Is not the responsibility of CALPADS staff
◦ Should be reviewed annually

CALPADS staff should inform program staff
when there are changes to state course codes
or descriptions
24
A sequence of CTE courses create a
CTE pathway
 There are California approved CTE
pathways
 CTE pathways can be found in the
CALPADS Code Set

25
A sequence:

Consists of:
◦ Not less than two full-year CTE courses with a combined duration of
not less than 300 hours, or
◦ A single, multiple-hour course which provides sequential units of
instruction and has a duration of not less than 300 hours;


Is coherent, meaning that the sequence may only include those
CTE courses with objectives, and content that have a clear, and
direct relationship to the occupation(s) or career targeted by the
program;
Includes sufficient introductory and concentration CTE courses to
provide students with the instruction necessary to develop the
skill and knowledge levels required for employment and
postsecondary education or training
(State Plan page 224)
26
Information and Communication Technologies
(Industry Sector - INF)
Software and Systems Development
(CTE Pathway - 174)
Exploring Computer Science* (4634)
Robotic Technologies* (4647)
Programming for Solving Applied Problems* (4619)
(capstone course)
*CTE Non-Traditional Gender - Female
27

A capstone course is the last course in a
planned sequence of courses or pathway
necessary for employment in an identified
occupation
28
You can find
information on
these items…
In this
document…
By looking for
these Code Set
Names or under
these Valid Code
Combination
tabs…
Local Course Code Local system
n/a
State Course Code CALPADS Code
Set
Course Group
State
You will find this information…
n/a
• All CTE course codes and
names
• Definition for each course
Capstone Course
Valid Code
Combinations
Course Group
•
Master Combo tab
For each state course code,
whether it is a capstone course
CA CTE Pathway
CALPADS Code
Set
Federal Industry
Sector
Valid Code
Combinations
Career Technical
•
Education Pathway •
•
CTE Pathway –
CTE Industry
•
Sector tab
All Pathway codes and names
Definition for each pathway
All Industry Sector codes and
names
The industry sector for each
pathway (being updated)
29

Excerpt from the CALPADS Valid Code
Combinations, Course Group Master Combos tab
Course Group
State Code
Course Group State
Name
4631
Database Design
and SQL
Programming
4632
Digital Literacy
4633
Computer Repair
and Support
4634
Exploring
Computer Science
30
CTE Industry
Sector Code
CTE Industry
Sector Name
CTE
Pathway
Code
CTE NonTraditional
Gender
INF
Information and
Communication
Technologies
174
Female
INF
Information and
Communication
Technologies
170
INF
Information and
Communication
Technologies
170
Female
INF
Information and
Communication
Technologies
174
Female
Content
CTE
Area
Capstone Category
Content Area
Course Assignment Category Assignment
Indicator
Code
Name
Yes
Yes
40
Career Technical
Education
40
Career Technical
Education
40
Career Technical
Education
40
Career Technical
Education
More information on CTE Standards for all
Industry Sectors is located here:
www.cde.ca.gov/ci/ct/sf/ctemcstandards.asp
31

CALPADS 101
◦ An overview of what CALPADS collects and how

How does CALPADS collect CTE data?
◦ Participants
◦ Concentrators
◦ Completers

How is CALPADS data used for Perkins
reporting?
32


CALPADS is a longitudinal data system
Data “connected” by non-personally
identifiable identifiers
◦ Statewide Student Identifier (SSID) – assigned by
CALPADS
◦ Statewide Educator Identifier (SEID) – assigned by
the Commission on Teacher Credentialing (CTC)

Data can be submitted 24/7 (except during
maintenance periods)
33
During “submission” periods CALPADS
“snapshots” the data and provides reports for
LEAs to certify
Fall
(October – March)
Census Counts
End-of-Year (EOY)
(Mid May – Early September)
Cumulative Counts
Fall 1
Fall 2
EOY 1
EOY 2
Enrollment
Graduates
Dropouts
English Learners
LCFF Unduplicated
Course
Enrollments
HQT
Staff Assignments
Student
Course
Completion
Program
Participation
Title 1
Services
34
CTE
EOY 3
EOY 4
Discipline
Waivers




Data are generally extracted from local student
information systems (SIS) into one of 13 standard files
listed below and submitted to CALPADS
Data are submitted on an ongoing basis or during Fall
or EOY submission windows
Data may also be submitted online
File descriptions can be found in the CALPADS File
Specifications (CFS)
Student files
Course files
Staff files
Student Enrollment (SENR)
Student Information (SINF)
Student Program (SPRG)
Student English Language
Acquisition (SELA)
Student Discipline (SDIS)
Student Waiver (SWAV)
Student Career Technical
Education (SCTE)
Course Section Enrollment
(CSRE)
Course Section Completion
(CSRC)
Student Course Section
Enrollment (SCSE)
Student Course Section
Completion (SCSC)
Staff Demographics (SDEM)
Staff Assignment (SASS)
35
Basic student information is submitted in these files
generally on an ongoing basis
Student
Enrollment
(SENR)
SSID
District
School
Start Date
Exit Date
Exit Reason
Enrollment Type
Grade Level
Student
Information
(SNIF)
SSID
Ethnicity
Race
Date of Birth
Address
Student Program
(SPRG)
SSID
Program eligibility or
participation
(Special Education,
Migrant, Free or
Reduced Price Meal,
Homeless,
Partnership Academy
etc.)
Student English
Language
Acquisition
(SELA)
SSID
English Language
Acquisition Status
(ELAS)
Primary Language
*Full listing of elements collected in each file and their definitions can be found in the CALPADS File
Specifications located here: http://www.cde.ca.gov/ds/sp/cl/systemdocs.asp
36
The course data are submitted in the Fall for course
enrollment and at the End-of-Year for course completion
Course Section Enrollment (CRSE)
Course Section Completion (CRSC)
Student Course Section Enrollment
(SCSE)
Student Course Section
Completion (SCSC)
State Course Code (Course Group State)
SSID
(CTE: 4000-5999)
Course Section ID
Course Section ID
Statewide Educator Identifier (SEID)
Student Credits Attempted
Course Section Instructional Level
Student Credits Earned
UC-CSU Approved Indicator
Student Course Final Grades
HQT Competency
Education Service (English Language Services)
Course Content Code (9.10)
CTE Technical Prep Course Indicator (9.12)
Course Section Instructional Level Code (9.19)
Education
Funding
Source
Code
(9.26)
*Full listingProgram
of elements
collected
in each
file and
their definitions can be found in the CALPADS File
Specifications
located Provider
here: http://www.cde.ca.gov/ds/sp/cl/systemdocs.asp
CTE
Course Section
Code (9.27)
37
CTE-Related “Course Attributes”:
 Course Content Code (9.10)
◦ Only one code (154) - allows Non-CTE numbered courses to “count” as a
CTE course in a pathway

CTE Technical Prep Course Indicator (9.12)

Course Section Instructional Level Code (9.19)

Education Program Funding Source Code (9.26)
◦ No longer necessary
◦ Allows LEA to indicate if student is also receiving college credit
◦ Only one code (113) - indicates course is or was provided by California
Partnership Academy program

CTE Course Section Provider Code (9.27)
◦ Describes the entity providing a CTE course: (1)ROC/P, or (2) district
◦ Required for CTE courses (Fatal errors CRSE0133 or CRSC0133 will
trigger)
38



CTE course data are required for students
even if the courses are taken through ROC/Ps
ROC/Ps cannot submit data to CALPADS; LEAs
must obtain the data from ROC/Ps and
submit the data to CALPADS
Refer to CALPADS Data Guide (page 187) for
instructions on how to submit this data to
CALPADS
39
The CTE concentrator and completer data are
submitted in the SCTE file at the end of the year as
part of the EOY 1submission along with course
completion data
Student Career Technical Education (SCTE)
Academic Year ID
SSID
CTE Pathway Code
CTE Pathway Completion Academic Year ID
*Full listing of elements collected in each file and their definitions can be found in the CALPADS File
Specifications located here: http://www.cde.ca.gov/ds/sp/cl/systemdocs.asp
40

Academic Year ID (11.06)
◦ Represents the academic year being reported (e.g.
for this EOY 1 it will be 2014-15)


SSID (11.07)
CTE Pathway Code (11.13)
◦ 3-digit code – see Career Technical Education
Pathway code set

CTE Pathway Completion Academic Year ID
(11.14)
◦ The academic year in which the student completed
the pathway (must equal Academic Year ID)
41
Where can I find more information on the
files, the data elements collected in the files,
and the definitions of the data elements?
CALPADS File Specifications (CFS)
http://www.cde.ca.gov/ds/sp/cl/systemdocs.asp
42
 Participants
(non-Concentrators)
 Concentrators
 Completers
43
“Participants”
in CALPADS is the
ENTIRE universe of CTE students:
◦ Non-concentrator participants
◦ Concentrator participants
◦ Completer participants
44
45
Assuming Course Completion data have been submitted,
nothing “extra” because,
 CALPADS simply “counts” all students who have completed a
CTE course and who is not a concentrator or completer
What is important is that,
 The LEA has reviewed local CTE courses to ensure they meet
state course definition
 Local CTE courses have been mapped accurately into State
Course Codes
 LEA has reviewed population of course attributes
Review of local courses to ensure content meets
course definition and accurate mapping to state
course codes is THE KEY!
46

Since CALPADS has student demographic
data, CALPADS can aggregate all participant
data by various demographics required for
federal reporting such as:
◦ Race/ethnicity
◦ Gender
◦ Pregnant and Parenting
◦ etc.
47

To certify participant data, program staff should review report
3.12 – Career Technical Education Participants; LEA then
certifies Level 1 and Level 2
48

Staff may use supporting report 3.13 Career
Technical Education Participant – Student List to
review the data
49
A CTE concentrator is a student who has:




Completed 50 percent of a planned program
sequence (in hours or credits) and is enrolled in the
next course of a state-recognized CTE pathway.
Example:
In a two course sequence, only students who have
completed two courses should be reported as a
concentrator (this student is also a completer)
In a three or four course sequence, students who
have completed two courses should be reported as
concentrators
All concentrators are also considered participants
50
51
52

To be counted as a concentrator in CALPADS,
a student:
◦ MUST be included in the Student Career Technical
Education (SCTE) file with a CTE pathway code
◦ MUST be included in the Student Course
Completion (SCSC) file as completing a CTE course
in that specified pathway
◦ MUST NOT have CTE Pathway Completion Academic
Year ID populated
53


A completer is a student who has successfully
completed the capstone course in a CTE
sequence (pathway) with a grade of C or
better
A completer may exit the program for
employment or continue enrollment in the
program to prepare for higher level
employment or advanced education in the
same career path
54

To be counted as a completer in CALPADS, a
student:
◦ MUST be included in the Student Career Technical
Education (SCTE) file with a CTE pathway code
◦ MUST be included in the Student Course
Completion (SCSC) file as taking a CTE course in
that specified pathway
◦ AND MUST have CTE Pathway Completion Academic
Year ID populated
◦ Beginning in 2015-16, CALPADS will also check that
the completer has completed the capstone course
in their reported pathway
55


CALPADS recognizes a concentrator by the
existence of a pathway code for the student
CALPADS recognizes a completer by the
existence of a CTE Pathway Completion
Academic Year ID for the student
56

Therefore, LEAs must maintain the pathway
and CTE Pathway Completion Academic Year
ID in their local student information
◦ NOTE: If a student has multiple pathways, the LEA
may submit multiple records representing each
pathway

LEAs must then submit this data in the
Student Career Technical Education (SCTE) file
during the EOY 1 submission
57

To help ensure data quality CALPADS
has a number of Certification
Validation Rules (CVRs) that trigger
when submitted data does not meet
certain rules
58

LEAs may only submit completers in the academic
year the student completed a pathway
◦ For example, in the 2014-15 submission, the
completion year must be 2014-15
◦ IF Academic Year ID does not equal CTE Pathway Completion
Academic Year ID, the following fatal error will trigger:
 SCTE0242 Invalid CTE Pathway Completion Academic Year ID for
Academic Year
◦ Data cannot be submitted until fixed
◦ Since CALPADS maintains data longitudinally, any
pathways completed in prior years are maintained
in the system
59


A new CVR effective in EOY 1 2014-15 will
trigger when any student with a CTE pathway
has not completed at least one CTE course in
that pathway in that academic year
Submitted data must be amended in order for
LEA to certify EOY 1
60

New CVR in 2015-16 will trigger when a
student reported as a completer in the SCTE
file has not completed a capstone course in
that year
◦ NOTE: Current Valid Code Combinations
document indicates the capstone courses
for information purposes to be used to
trigger the CVR in 2015-16
61


Data submitted in the SCTE file is displayed in
certification reports
To certify, program staff should review report,
◦ 3.14 – Career Technical Education Concentrators and
Completers – Count by Pathway

To help validate the data use supporting report,
◦ 3.15 – Career Technical Education Concentrators and
Completers – Student List

Resolve any errors and then Certify Level 1 and
Level 2
62

To certify CTE data, review report 3.14 – Career
Technical Education Concentrators and Completers
– Count by Pathway
63

The data LEAs certify reflected in these CALPADS
certification reports:
◦ 3.12 – Career Technical Education Participants – Count
Disaggregated
◦ 3.14 – Career Technical Education Concentrators and
Completers – Count by Pathway


Will be used by CDE to Meet Perkins E1 reporting
Data are rolled up into Industry Sectors and
reported in federal Career Clusters
Data are also aggregated into various subgroups
using demographic data already in CALPADS
64

A new CALPADS report will be created for
2015-16 that reflects the same CALPADS data
consistent with how data is reported for
Perkins E1
◦ Data rolled up by Industry Sectors
◦ Counts of students completing non-traditional CTE
courses
65



Some courses are traditionally taken by one gender
In the CALPADS Valid Code Combinations
document, the Course Group Master Combo tab
indicates which courses are non-traditional for
either male or female
New reports for 2015-16 will show this data
66

Federal Industry Sectors are displayed in CTEPathway – CTE Industry Sector tab of Valid Code
Combinations document
CTE Pathway Name
CTE Industry
Sector Code
Media Support and Services
INF
Networking
Programming and Systems
Development
Software and Systems
Development
INF
67
INF
INF
CTE Industry Sector Name
Information and Communication
Technologies
Information and Communication
Technologies
Information and Communication
Technologies
Information and Communication
Technologies
First
Academic
Last
Year
Academic
Effective Year Effective
1990-1991 2012-2013
1990-1991
1990-1991 2012-2013
1990-1991



Perkins E2 collects outcomes for CTE completer
graduates six months following graduation
CALPADS will implement a new “Fall 3”
collection (collected in Fall 2016-2017,
reporting on 2015-2016 graduates)
In “Fall 3” LEAs would report outcomes for CTE
completers who graduated in the prior year
◦ Outcome code set would include responses such as





68
Military
Employed
Advanced Training (postsecondary)
None of these
Not reported


CDE will begin developing requirements for
the new collection in the next few months
CDE has informed the student information
system (SIS) vendor community and will solicit
input during the requirements and design
phases
69
*Red Indicates data used for Perkins reporting
2014-15
Perkins Cohort
2015-16
Perkins Cohort
2016-17
Perkins Cohort
Parallel Collection
CALPADS
CALPADS
CALPADS
E1
2014-15 participants,
concentrators, completers
collected in CALPADS
2014-15 EOY 1
(June-Sept 2015)
2015-16 participants
concentrators, completers
collected in CALPADS
2015-16 EOY 1
(June-Sept 2016)
2016-17 participants,
concentrators,
completers collected in
CALPADS 2016-17 EOY 1
(June-Sept 2017)
PDS
Same Data collected in
PDS
70
PDS discontinued
PDS discontinued

*Red indicates used for Perkins reporting
2014-15
Perkins Cohort
2015-16
Perkins Cohort
2016-17
Perkins Cohort
Parallel Collection
CALPADS
CALPADS
CALPADS
No data collected
E2
Outcome data for
2015-16 completers
collected in CALPADS
2016-17 Fall 3
(Dec 2016 – Mar 2017)
Outcome data for
2015-16 completers
collected in CALPADS
2017-18 Fall 3
(Dec 2017 – Mar 2018)
PDS
Outcome data for
2014-15 completers
collected in PDS
(Jan 2016)
71
Outcome data for
2015-16 completers
collected in PDS
PDS discontinued
2013-14 CALPADS vs PDS
 In 2013-14 there were 347 Perkins-funded
districts
◦ 278 Perkins-funded districts submitted CTE
concentrator/completer data to CALPADS
◦ 69 of them submitted NO concentrators or completers to
CALPADS
 NOTE: CDE recognizes the shortened window for EOY in
2013-14 impacted the ability of some LEAs to certify EOY 1

Analysis of participant data shows the numbers
getting close between 2011-12 – 2013-14
72


Cert102 – No CTE Concentrator or Completer
Data means no SCTE data were submitted for
the school – current a warning
New CVR in 2014-15 – FATAL error if LEA is
receiving funding and does not submit
concentrator and completer data for 2014-15
73

All LEAs that offer CTE courses should
submit CTE data because
◦ It is required for schools receiving Perkins
funding
◦ It is very likely to be included in new state
accountability measure
 50 LEAs that were NOT Perkins-funded
submitted concentrator and completer data
– this is okay!
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Should Non-Perkins Schools report CTE Data?




CDE has been directed by the State Board of Education (SBE)
to develop a new statewide accountability system that uses
“multiple measures”
The College and Career Indicator (CCI) is one component of
the proposed accountability system and will include multiple
ways for schools to demonstrate that their students are well
prepared for college or career
One proposed measure in the CCI is the completion of a CTE
pathway
All LEAs providing CTE courses are highly encouraged to
submit CTE data through the SCTE File in 2014-15, as it is
likely that such data will be used in the new accountability
system
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QUESTIONS??
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Paula Mishima
[email protected]
Carolyn Zachary
[email protected]
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