This course provides an overview of EOY 1 and a review of the data submission reported for course completion and Career Technical Education (CTE). Additionally, the certification process and reports review are covered in detail. It also covers certification errors, how to use the CALPADS documentation for troubleshooting error resolution, and common problems with EOY 1.

Updated: 05/08/25

This course provides an overview of EOY 4 and a review of the data submission reported for students with disabilities. Additionally, the certification process and reports review are covered in detail. It also covers certification errors, how to use the CALPADS documentation for troubleshooting error resolution, and common problems with EOY 4.

Updated: 04/24/25

This presentation provides detailed instructions for End of Year 3 Reporting and Certification. It also covers certification errors, how to use the CALPADS documentation for troubleshooting and error resolution, and common problems with EOY 3.

Updated: 04/24/25

This presentation is intended for ALL LEA Admins to chart a plan of action to work towards and successfully complete the EOY Certification.

Updated: 04/16/25

This presentation reviews the key points of Fall 2 Reporting and Certification changes. This is for staff who have Fall 2 certification experience and would like a refresher. There is no demonstration of the functionality.

Updated: 01/15/25

This course provides an overview of Fall-2 and a review of the data submission. It provides an overview of the staff and course information reported in Fall-2. Additionally, the certification process and reports review is covered in detail. It also covers certification errors, how to use the CALPADS documentation for troubleshooting and error resolution, and common problems with Fall 2.

Updated: 01/15/25

This course provides an overview of Fall-2 and a review of the data submission. It provides an overview of the staff and course information reported in Fall-2. Additionally, the certification process and reports review is covered in detail. It also covers certification errors, how to use the CALPADS documentation for troubleshooting and error resolution, and common problems with Fall 2.

Updated: 01/15/25

The Fall 2 Data Population live session is meant to connect the dots between the different file types required for this submission. Each file type will not be discussed in detail. The expectation is that each attendee watch the self-paced video specific to each file type prior to attending the live session.

Updated: 12/12/24

This course provides an overview of Fall-1 and a review of the data submission. It provides information about the student subgroups reported in Fall-1. Additionally, the certification process and reports review is covered in detail. It also covers certification errors, how to use the CALPADS documentation for troubleshooting and error resolution, and common problems with Fall 1.

Updated: 11/15/24

This presentation provides an overview of the anomaly process and detailed instruction for reviewing and resolving SSID anomalies.

Updated: 11/15/24

This presentation provides details on changes related to Fall 1 Reporting and Certification. This is for staff who have experienced the Fall 1 certification process previously and would like a refresher.

Updated: 11/15/24

2025 CITE - CSIS presentation material.

Updated: 11/14/24

2025 CITE - CSIS presentation material.

Updated: 11/14/24

2025 CITE - CSIS presentation material.

Updated: 11/14/24

This course provides detailed instructions for requesting and enrolling Statewide Student Identifiers (SSIDs) in CALPADS. The process for requesting and enrolling SSIDs in both Online Maintenance and Batch File Upload are demonstrated. This training centers on enrollments, and does not replace the SENR Data Population Training which additionally speaks to exits and validations.

Updated: 09/24/24

This is the CALPADS Fall-2 Assignment Monitoring PowerPoint presentation for winter 2021 training sessions.

Updated: 01/12/24

This presentation provides information to prepare participants to use the new cohort reports and verify the accuracy of the cohort groupings.

Updated: 01/12/24

This presentation provides guidance on collecting and maintaining student discipline information for Nonpublic, Nonsectarian Schools (NPS).

Updated: 01/12/24

This document provides information on how CALPADS data are used and the consequences for not submitting and certifying required data submissions on time.

Updated: 01/10/24

This file provides the transcript for the Student Discipline NPS Reporting Presentation Video.

Updated: 01/10/24

This presentation provides an explanation of the COE-LCFF report and actions needed to verify counts for certification.

Updated: 01/10/24

This course provides an overview of Work-Based Learning program purpose and a review of the data submission. It looks at the data population in detail and examines the field specifications and valid codes . It also covers some of the conditional edits that are applied to different data elements.

Updated: 01/10/24

Data Privacy Reference Document

Updated: 01/10/24

Monterey COE Onsite PowerPoint Presentation

Updated: 01/10/24

This is a sample list of key organizational roles and data that needs to be maintained and verified in CALPADS with space to add contact info for each.

Updated: 01/10/24

This course provides an overview of the features and key concepts of CALPADS. It also includes detailed instructions in the set-up and maintenance of user access accounts.

Updated: 01/10/24

NPS Student Incident Guide - Job Aid

Updated: 01/10/24

This presentation provides information to prepare participants to use the new cohort reports and verify the accuracy of the cohort groupings.

Updated: 01/10/24

CALPADS Reference Document

Updated: 01/10/24

Data Privacy Reference Document

Updated: 01/10/24

This document groups CALPADS reports by each submission type to assist in the monitoring and review of data. Each report listed has a hyperlink to review the business rules associated with each report.

Updated: 01/10/24

This presentation describes the steps that must be taken in CALPADS when an independently reporting charter school closes.

Updated: 01/10/24

A collection of statements to help an organization determine data quality capacity level.

Updated: 01/10/24

​The goal of this session is to prepare participants to use the new cohort reports and verify the accuracy of the cohort groupings. The business rules will be explained including cohort inclusions, cohort outcomes, and cohort report processing window.

Updated: 01/10/24

This presentation provides guidance on collecting and maintaining student discipline information for Nonpublic, Nonsectarian Schools (NPS).

Updated: 01/10/24

This presentation provides an overview of the new Certification Data Discrepancy (CDD) functionality in CALPADS. This is for all staff who submit and maintain data in CALPADS. There are also demonstrations of the new functionality.

Updated: 01/10/24

This presentation is for the End of Year 2 Reporting & Certification Self-Paced Training.

Updated: 01/10/24

This session provides an overview of the Statewide Education Systems and describes the CALPADS workflow and data collections. The session will also describe best practices for the data management team and data security.

Updated: 01/10/24

This presentation describes the steps that must be taken in CALPADS to reauthorize an independently reporting charter with same school code or with a new school.

Updated: 01/10/24

CASEMIS to CALPADS Team Template with RACI Chart

Updated: 01/10/24

This presentation provides information to prepare participants to use the new cohort reports and verify the accuracy of the cohort groupings.

Updated: 01/10/24

This presentation provides an overview of the file submission redesign changes. This is for all staff who submit and maintain data in CALPADS. There are also demonstrations of the changes for different functionality.

Updated: 01/10/24

This peresentation provides information to introduce participants to the issues related to data privacy, safeguarding CALPADS data, and other privacy related topics.

Updated: 01/10/24

Four Year Cohort Reference Document

Updated: 01/10/24

This is a sample list to guide LEAs in building an inventory of organizational data with key attributes.

Updated: 01/10/24

This presentation highlights several of the high stakes ways data are being used and how you can impact the quality and accuracy of those data to maximize funding, insure student and school performance are accurately reflected, and direct the use of limited resources.

Updated: 01/10/24

Quality isn’t something that you check after the software has been developed. It starts at the beginning and is “baked in” every step of the way. In this session, we share our QA team’s progress in adopting practices, tools, and techniques to ensure high-quality software application releases. You will learn about testing automation, tooling, metrics and measurement, test team leadership, and the role of testing within an Agile software development workflow.

Updated: 01/10/24

The CSIS Data Management Assessment (CDMA) is an essential tool designed to help California LEAs baseline and evaluate their organizational standing across critical data management dimensions. This multifaceted assessment provides a comprehensive overview of your data management practices, highlighting areas of strength and opportunities for growth. The CDMA’s flexibility allows it to adapt to your specific needs, making it an invaluable resource for targeting and improving local data management and governance practices.

Updated: 03/26/25

As educational leaders, we know this: high quality data is foundational to better decisions. The increasing growth and importance of data necessitates a thorough examination of our systems and practices to help make schools better.

Updated: 01/10/24

CALPADS Data Reporting Challenge Background The scope of California Longitudinal Pupil Achievement Data System (CALPADS) continues to expand and become more integral to state education efforts. During the past year, the functionality of the California Special Education Management Information System (CASEMIS) was transitioned to CALPADS. This was a signif- icant shift to centralize student data and substantially increased the overall volume of CALPADS data processing. The change was accomplished by adding more than 100 new data elements, over 200 new validations, a new application programming interface enabling CALPADS to accept automated data submissions, and a dozen new reports and extracts to detail students with disabilities data. CALPADS is a critical data structure feeding other data-reporting partners that are responsible for accountability, apportionments and teacher assignment monitoring. The increasing breadth of CALPADS data helps decrease duplication of reporting efforts from local educational agencies (LEAs) and provides a more consistent and wider range of quality data for LEAs to access from a single data system. As education leaders consider the increasing number of COVID-19 issues that led to the economic downturn and the urgent need to deliver vital educational services, timely and accurate data is essential to determining how best to serve our commu- nities. Data is a valuable asset because it helps inform both policy creation and implementation. The Concern LEAs are facing uncertain times, and budget projections are more difficult to formulate than ever. To ensure accurate data that facilitates timely and informative decisions, educational leaders should know that operating CALPADS can no longer be considered an optional budget line accomplished with part-time staff. CALPADS data are increasingly used for populating funding formulas and identi- fying the district’s students so that they can be adequately supported. Staffing, coordination, and the ability to meet certification deadlines are all relevant to the fiscal health of all LEAs. Much has changed in this past year with the consolidation of student data in CALPADS and new focus on highly validated information. Most significant was a local process change: special education coordinators are required to approve fall 1 and EOY 4 data for certification. This Fiscal Alert highlights the challenges of fall 1 and EOY 4 certification and makes recommendations. To succeed in the current environment, educational leaders should prioritize local data management strategies to support data input, cleaning, and review activities among shrinking resources. Over the years, the student information system (SIS) data coordinator has become the de facto CALPADS data coordinator and is expected to work across many departments such as assessments, nutrition, human resources, curriculum, special education, etc. Fall 1 feedback from the CALPADS data coordinators indicate they did not have time to collaborate with special education coordinators who maintain students with disabilities in the local special education data system (SEDS). An analysis of the fall 1 submission data collection found that 80% of LEAs were in danger of not certifying fall 1 CALPADS data until very late in the submission window because local planning left too little time for CALPADS data coordi- nators and special education coordinators to verify the data. LEAs that could build cross-departmental data teams with ongoing collaboration between CALPADS data coordinators and special education coordinators were more successful at meeting deadlines earlier and had more time to ensure data accuracy than those that did not. Some LEAs struggled to meet submission deadlines because separate, isolated data teams worked at cross-purposes with little or no coordination. Local staff who work on CALPADS data act as a hub, collecting data that is wide-ranging and proprietary. The CALPADS data coordinator needs assistance from others in the organi- zation to complete his or her work and submit updates to CALPADS on an ongoing basis. Various staff in other departments define and maintain many data elements. Data corrections should be from informed LEA staff that can make the decisions that will create accurate data extracts to populate CALPADS. Most LEA-level CALPADS staff surveyed indicated they have no expectation of timely responses to data corrections and no established way to escalate the request if necessary. CALPADS submission timelines continue to become shorter because of the demand for real-time, data-driven decisions, which also leaves less time to correct erroneous information after it is submitted to CALPADS. Early submission and review of data is essential. Specific detail about the use of CALPADS data and how state and federal funding can be endangered by failure to certify data is available here. The 2020–21 certification and amendment window deadlines for data collections are posted on the California Department of Education (CDE), CALPADS, CBEDS, and CARS Submission Calendar web page at http://www.cde.ca.gov/ds/dc/es/subcal.asp. Table 1: 2020–21 CALPADS Certification Deadlines Submission Suggested LEA Approval Deadline Certification Deadline Amendment Window Deadline Fall 1 November 20, 2020 December 18, 2020 January 29, 2021 Fall 2 N/A N/A March 5, 2021 EOY 1, 2 N/A N/A August 27, 2021 EOY 3, 4 July 16, 2021 July 30, 2021 August 27, 2021 Recommendations Accurate, certified CALPADS data is essential to maintaining an LEA’s fiscal health. In light of concerns about staffing, coordination, and the deadlines, FCMAT/CSIS recommends establishing a written data management plan that addresses the staffing and coordination necessary to meet certification deadlines. The plan should be discussed with all staff involved in local data input, verification, and certification processes. It is critical to identify key individuals as data stewards who are responsible for verifying program and site data and establishing a “data team.” A single person doing CALPADS work means a single point of failure; teamwork is essential in this high-stakes environment. It is important to have a contingency or backup plan for unforeseen staffing issues or natural disasters. The work of certifying CALPADS data can no longer remain a one-person job. To succeed, LEA data teams need effective leadership. A leader should be designated, such as someone in the superintendent’s cabinet, to schedule, communicate and coordinate the data team’s activities. Integrated data teams at the LEA level must be fully supported from the top down. The data crosses over many departments as does responsibility for that data. As noted in the CDE’s Back to School Letter, CALPADS data is used for many functions essential to the mission of LEAs and the state. Administrative understanding and support of integrated data teams at the LEA level are critical to ensuring the accurate and timely submission of CALPADS data. Planning the activities and resources required for a sustainable and successful local data management strategy is essential. To assist in timely submissions, two benchmarks to strive for are as follows: • Completing all data population and clearing all input validations within 30 days of the submission start date. • Clearing all certification errors at least three weeks prior to the deadline to give staff, both the CALPADS data coordinator and the special education coordinator, ample time for review and work through any necessary corrections. The data management plan should articulate deadlines, local- and state-level activities, and roles and responsibilities using the best practices to formalize a local data governance structure for each CALPADS submission. Routine meetings should be scheduled that include agendas, and a record of action items for accountability. Regular check-ins should be held to identify problems or slowdowns so they can be immediately addressed with all involved staff present to avoid confusion. State-level data originates from local data systems. Accurate school- and LEA-level data is vital for necessary decision-making at the state level and contributes to important discussions about goals and resources at the local level. Leadership and action are needed at the LEA level to foster a local data culture that recognizes the importance of high-quality information for the benefit of students. Timing is critical. FCMAT/CSIS strongly encourages LEA leadership to communicate to staff the importance of timeliness and quality of data, and provide resources to reflect that priority, as well as ensuring adequate management review of the data before certification. LEA administration should establish policies, processes, and timelines that foster staff collaboration resulting in ongoing CALPADS updates and the review and certification of submissions by the published deadlines. Additional Assistance In addition to assisting the CDE in maintaining and operating CALPADS, FCMAT/CSIS provides training and technical assistance to LEAs to collect, validate and certify CALPADS data during the fall 1, fall 2, and EOY 1–4 data submissions. For additional assistance, LEAs should contact FCMAT/CSIS for mentoring and learning opportunities to help create a sustainable local data environment. For more information, support and other resources, visit: FCMAT/CSIS: https://csis.fcmat.org CDE, CALPADS Calendar: https://www.cde.ca.gov/ds/sp/cl/rptcalendar.asp

Updated: 01/10/24

The structure for this analysis adapts the work of the State Chief Data Officer Network's framework of principles for advancing their use of data and evidence. This questionnaire is designed as a communication tool to assist in the discussion of the current state of data governance within the LEA and can be used to inspire areas for additional research, planning, and implementation.

Updated: 01/10/24