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Fall 2 Data Population

Record Types

Record Relationships

Submission Sequence

Key Data Elements

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Fall 2 Data Population - Live Training v1.1 – January 9, 2026

Introduction

System Overview

Data Privacy

Basics

CALPADS Basics

CALPADS Basics (SELPA)

Data Population

Submission: Data Population

File Type: Data Population

Data Collections

Fall 1 Reporting and Certification

Fall 2 Reporting and Certification

EOY 1-2 Reporting and Certification

4 Year Cohort

Skill Building

Skill Building

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Target Audience

3

  • Individuals assigned to CALPADS maintenance

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  • Supervisor of staff�assigned to CALPADS

Expectations

  • This session is meant to reinforce and clarify the concepts, procedures and key points of failure LEAs may encounter during submission.

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  • We recommend you watch the YouTube Fall 2 Data Population videos if you need a basic, detailed discussion of each file type and file submission process.

​

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Objective

Identify

the record types and relevant data elements required for Fall 2

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CALPADS Literacy

Submit

the files in sequence for successful data validation

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Manage and Maintain Data

Resolve

with ease, any validation errors that may trigger during the submission

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Critical Thinking

Post

Fall 2 data so that the applicable records will be included in the snapshot revisions

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Manage and Maintain Data

Prepare

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For Fall 2 Reporting & Certification

​

​

Project Management

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Agenda

Overview

Staff Data

Course & Student Course Data

English Learner Services

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Postsecondary Status

Wrap-Up

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Overview

Discuss background of Fall 2 submission

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Data Overview

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  • SDEM
    • Reporting teacher of record
    • End Date Employment for staff no longer employed
  • SASS
    • Job classification and FTE
    • Non-Classroom Based Job Assignment
  • CRSE and SCSE
    • Field attributes, standard grade level range, subcategories, SPED & Home and Hospital, English learner services, distance learning, independent study indicators
  • PSTS
    • Post-completion survey results

​

7

Involves reporting of Staff employment, job classifications, and course assignments in the context of Assignment monitoring purposes; Postsecondary CTE survey results, and EL services data.

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Fall 2 Survival Tool Kit

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Who are involved in data collection?

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CALPADS

LEA Coordinator

School Sites

Help gather and maintain student profile data within SIS.

Other Staff

Programs, EL, HR, Curriculum, SPED

Help determine the staff credentials appropriate for the courses taught, FTE information

Human Resource

Help determine the course content, EL services provided, assign students in courses.

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What to Submit

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Staff Demographic

(SDEM)

Staff Assignment*

(SASS)

Course Section*

Enrollment

(CRSE)

Student Course Section*

Enrollment

(SCSE)

Postsecondary Status*

(PSTS)

  • File types must be submitted in this sequence.

​

  • Records for each file needs to be posted first before uploading the next.

File Type

Operational Keys

SASS

School of Assignment, Academic Year ID

CRSE

School of Course Delivery, Academic Year ID, Academic Term Code

SCSE

SSID, School of Course Delivery, Academic Year ID, Academic Term Code

PSTS

Reporting LEA, Education Program Participation Type, Academic Year

* File types in asterisk(*) are full replacement type files

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Fall 2 Data Submission

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Course Section ID

SEID

Staff Demographics

Staff Assignments

Course Section

SSID

SSID Enrollment

(Census Day)

Student Information

Student Course Section

Student Program

Student English Language Acquisition

Postsecondary Status

SSID Enrollment

(Prior Year )

SSID

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Staff Demographics

Discuss key SDEM data elements

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SDEM Notable Points

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14

Know who to involve in this collection

    • Human Resource
    • Site staff

​

Start with some housekeeping.

​

  • Identify the staff members who are no longer employed by your LEA.
  • Properly exit their SDEM record.

​

Identify your reportable staff members

​

  • Who should and should not be reported in CALPADS. 
  • Are they directly employed by your LEA?
  • Are they employed by third party organizations ( i.e. COE, Colleges, Online Education)? 
  • Do they have a SEID? Do you know how and where to search/acquire for their SEID?
  • Are their credentials appropriate to their work assignments?

​

Properly report Staff Service Years LEA and Staff Service Years Total

​

  • Annually update staff service years count.
  • Used to determined inexperienced teachers for the ESSA. Teacher with 2 years or less of experience are considered inexperienced

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Closing SDEM Records

15

Fall 2 Data Population AY 2020-21

15

15

​

​

​

​

Staff no longer employed at your LEA should have the employment end date populated in the SDEM record with last date that a staff member was employed by the LEA.

​

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Reportable Staff

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  • Report certificated staff (Do not report classified staff)
  • University interns or district interns authorized by the Commission on Teacher Credentialing and employed in certificated positions
  • Non-certificated teachers and administrators who obtain a certificate of clearance and were issued SEIDs
  • Substitute teachers (long-term and short-term) as defined by the individual districts.
  • Itinerant teachers teaching at multiple sites within a district. Itinerant teachers may or may not be in the master schedule at a site.
  • “Pull-out/push-in” teachers, also known as “resource teachers,” teaching at multiple sites or at one site. Generally, these teachers are not in the master schedule.
  • Individuals on provisional internship permits, short-term staff permits, or teacher/emergency permits.

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Staff Demographics

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A

C

D

E

F

A. The Effective Start Date represents when the data in the record became effective for the current academic year.

B. Must contain a valid SEID as verified with the CTC. SEID 999999999 should not be used on a SDEM record.

C. The Degree Status Code represents the highest academic degree a given staff member has earned.

D. The Employment Status Code is required for all teachers. Optional for Administrator and Pupil Service job classifications.

E. Represents the first date that a given staff member was employed by the LEA.

F. The Employment End Date is required for staff who is no longer employed by the LEA to exclude them from the Fall 2 data submission.

G. The LEA Service Years and Total Service Years should be updated every year because CALPADS does not have sufficient information to calculate them. It is used to determine inexperienced teachers and calculated for the California School Dashboard.

B

G

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Staff Assignment

Discuss key SASS data elements

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SASS Notable Points

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Know who to involve in this collection

    • Human Resource, Site staff

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Only report staff with SEID

  • Do not report a SASS for Staff with no SEID
  • Do not use of SEID 9999999999 in SDEM and SASS. Only use it in the CRSE for courses taught by teachers not employed by the LEA.

​

What are their Job classifications?

  • What are they credentialed for? Teaching? Or Admin/Pupil Services?
  • Contrasting classroom-based vs non-classroom-based job classification reporting

​

​

Reporting Assignments

  • Know who is the teacher to report.
  • Know how to report teachers in different assignment scenarios.
  • Know how to report Special Education Assignments in classroom vs non-classroom setting.
  • Reporting Librarian Assignments
  • Reporting Admins and pupil service staff
  • Determining and Reporting Staff FTE%,
  • Assigning staff to one or multiple sites (School of Assignment)

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Staff Assignment

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Populate the Job Classification code based on the staff members Credentials.

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10- Admin

11-Pupil Services

12- Teacher

26- Non certificated Charter School Teacher

27- Itinerant Teacher

1

The FTE percentage should be between 5% and 200%.

For Employees on leave (6018), FTE should be greater than 1%

​

​

2

Non-Classroom Based Job Assignment is required for Job Classification Code = 10, 11 or 25. Course records associated with SEIDs are “teaching assignments”

3

1

2

3

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Job Classification FTE Percentage�

21

If ...

Then ...

  • All of the staff member’s time is devoted to the job classification of “Administrator,”
  • Report 100% to the job classification of “Administrator.”
  • All of the staff member’s time is devoted to teaching,
  • Report 100% to the job classification of “Teacher.”
  • Half of the staff time is devoted to administration, and:
  • The other half of the time is devoted to teaching,
  • Report 50% to the job classification of “Administrator” and 50% to the job classification of “Teacher.”

The reporting of FTE by classification is and by school of assignment, not by assignment. In addition, the sum of the FTE percentage by job classification for each staff member cannot exceed 200% or be less than 5% total.

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Teacher Assignment

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Itinerant Teacher with assignments at multiple schools

Teacher with an FTE percentage for an additional teaching assignment exceeding 100 percent FTE 

Note: classroom assignments for teachers are reported in the Course Section file

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Admin/Pupil Services Assignment

23

Administrator with a Non-Classroom Based Job Assignment with an additional teaching assignment

Pupil services assignment with multiple Non-Classroom Based Job Assignments

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District Level Assignment

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Staff assigned to the district office should report the 7-digit county-district code for the School of Assignment.

District teaching staff can be reported with the 7-digit county-district code for the School of Assignment or reported with a staff assignment code at each school site

Note: Charter school Administrators should be reported as Charter School Administrator or Director - 0160

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Teacher Reporting Scenarios

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Teaching Scenarios

SASS Job Classification

SASS Non-Classroom Job Assignment

CRSE

Regular teacher of record

12

Optional if teacher ALSO has a non-instructional assignment, otherwise N/A

Assign appropriate state course code for class

Teacher of record (on leave)

12

Report Non-classroom job code 6018 (on- leave) with regular designated FTE% when active.

Assign appropriate state course code for class

​

*Teacher of Record (Special Assignment)

12

Report code 6028 – Teacher on Support Assignment

Assign appropriate state course code for class

Charter School Non-Certificated teacher of record

26

Optional if teacher ALSO has a non-instructional assignment, otherwise N/A

Assign appropriate state course code for class

Substitute who is teacher of record for the class because there is no permanent hire for that class (vacancy)

12 or 26 or 27

Optional if LEA wishes to ADDITIONALLY identify the teacher as a long-term or day-to-day sub use 6014, otherwise N/A

Assign appropriate State course code for class

Permanent employed Substitute who is NOT currently assigned to any course section

12 or 26 or 27

6014 (Day to Day substitute teacher - permanent  emp.)

N/A

Pull-Out/ Push-In Teachers

27

N/A

Assign appropriate State course code for class

For Elementary EL classes, you may use state course code 9103 or 9104

For RSP use state course code 9231

College Teachers NOT employed by LEA

n/a

N/A

Assign appropriate State course code for class and use SEID 9999999999

Teachers not employed by LEA (Teaching ROPC, Distant learning, 3rd party

12 or 26 or 27

​

N/A

Assign appropriate State course code for class and report valid SEID of teacher; or use SEID 9999999999 but will be a misassignment

25

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Special Education Teachers

26

26

Special day classes where Courses specifically designed for students with disabilities where all students enrolled are students with disabilities:

​

  1. If the teacher is providing instruction in ALL subjects to a group of students in the class all day, then the State Course Code should be 1000 - Self-contained and the Instructional Strategy Code should be populated with 700 - Special Education;
  2. If the teacher is providing the student's primary instruction in ONE subject to multiple groups of students with disabilities throughout the day (departmentalized), then LEAs should select the appropriate State Course Code that aligns with the content that the teacher is teaching. Additionally, the Instructional Strategy Code should be populated with 700 - Special Education;

Special Education Support - Resource Specialist Programs assignments:

​

If the teacher is providing SUPPORT instruction (supplementary to their primary instruction) in any subject to students with disabilities (pull-out or push-in), the teacher should be reported with:

    • State Course Code 9231 - Special Education Support-Resource Specialist Program (RSP)
    • Instructional Strategy Code should be populated with 700 - Special Education.
    • LEAs may, but are not required to submit Student Course Section Enrollment records for students that are receiving the support instruction from this teacher, as long as the Staff Job Classification Code for the teacher is 27 - Pull-Out/Push-In/Itinerant.

RSP Teachers should NOT be reported as "co-teachers" when they are providing pull-out or push-in support for students with disabilities who have been mainstreamed into general education classes.

Instructional Strategy code 700 should ONLY be used for courses specifically designed for students with disabilities where all students enrolled are students with disabilities

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*Modified* Teachers on Leave (6018) and FTE

27

Full Time Equivalency Percentages (FTE%)*REQUIRED* For teachers on leave (6018)

Full Time Equivalency Percentages (FTE%) *PERMITTED*

for non-instructional staff on leave (6018)

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Course Section

Discuss CRSE data elements

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CRSE Notable Points

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Know who to involve in this collection

    • Human Resource, Curriculum Specialist, Site staff

​

Relevant data to report

  • Determine what classes should be reported for Fall 2.
  • Know the Teacher of Record to report for courses

​

Reporting Courses

  • Determine appropriate state course code for each class
  • College/ Dual Credit Courses
  • Using SEID 9999999999 and its implications
  • Itinerant courses
  • RSP classes
  • Classes with Multiple teachers
  • Push-in Pull-out classes

​

Know your course attributes.

  • Know how to report SPED classes, distance learning, EL services, UC/CSU
  • Be knowledgeable of the valid combination of attributes (state course code to sub-groups)
  • Be comfortable using the CALPADS Valid Code combinations, Code Sets, CFS documents
  • Zeroing in on the Middle school Core setting 

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Fall 2 Courses Reported

CRSE records should be submitted for Self-contained and Departmentalized courses. The State course codes are grouped by content area:

  • 1000 series – Self-contained (multi-subject)

TK – 6th grade primary level

Independent study

  • 7000 – 8000 series – CTE courses
  • 9000 series – Academic content areas (Core/non-core)

30

30

  • The course enrollment data should reflect the courses offered and the students enrolled in those courses on Census Day, the first Wednesday in October.

​

  • If Census Day occurs when some enrolled students are in tracks that are off-session, the Fall 2 submission should include the course sections and the students enrolled in those course sections scheduled on the first day that the tracks are in session after Census Day.

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How to pick the correct course code

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  • Determine content of the course
  • Which standards were used to develop the course?
  • What are the grade level standards being taught?
  • DO NOT choose the course code based on the teacher’s credential or student grade levels
  • Identify the method of online instruction if any part of the course is provider online (pupil and instructor are in different locations and interact through the use of computer and communications technology)

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Mapping Courses Tool Kit

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  • Retired Course Mapping
  • CALPADS File Specifications
  • Valid Code Combination
  • CALPADS CODE Sets
  • Appropriate Credentials for CALPADS Course Codes

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Mapping Courses Tool Kit

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Course Standards

34

1

2

1

2

CRSE 9.29

Departmentalized Course Standards-Grade Level Range Code

- Represents the range of grade level standards of the course not the grade level of enrolled students

CRSE 9.30

Content Standards Alignment Code

- Represents the most current standards of the course content

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Average Class SIZE

CRSE 9.18

Class ID

This element allows multiple course sections to be counted as one class for class size analysis and enrollment reporting.

The CDE uses these data to determine the number of students in “classes” or class size

The Class ID is not part of the Student Course Section (SCSE) record, corresponding Course Section IDs between the CRSE and SCSE are used to tie records together. It is important that Course Section IDs and Class IDs are unique for each school and academic term.

35

1

1

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CRSE Attributes

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CRSE 9.28

-CTC will use to determine whether a subject area authorization is required in certain content areas.

- CDE will use to capture and report more detail about course content.

CRSE 9.32

-Allows LEAs to designate a course as both CTE and AP or IB.

CRSE 9.34

- CTC will use to determine appropriate authorizations in grades 5-8.

3

CRSE 9.35

- CTC will use to determine whether a local assignment option is appropriate for the assignment.

CRSE 9.33

- CTC will use to determine 1) if the course requires an authorized teacher; and 2) if the teacher has the appropriate authorizations for the content.

- CDE will be able to provide more public information on availability of online course content.

CRSE 9.36

-Indicates that the course is taught by a credentialed CTE teacher.

Replaces code course content code 154

5

5

6

6

1

1

2

2

3

3

4

4

36

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Core Settings

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  • A middle school core setting is a setting in which a teacher teaching any grades five through eight teaches two or more subject areas to the same students in the same day. Teachers in a Middle School Core Setting may teach in these settings with either a multiple subject credential or single subject authorizations.

37

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Distance Learning Courses

38

1

2

1

2

CRSE 9.24

Distance Learning Indicator

An indication of whether Course Section instruction was delivered by way of distance learning full time or part time (any portion of a day or week) via synchronous and/or asynchronous format.

CRSE 9.33

Online Course Instruction Type Code

Represents the type of online instruction that is being delivered in a course section. Required if the Distance Learning Indicator, is populated with a "Y"

3

3

Online Course Instruction Type Codes

  • Instructor-led: Instructor provides all instruction associated with online content
  • Facilitated: Learner sets the pace of their own instruction, facilitator monitors progress and may provide support
  • Learner-led: Learner sets the pace of their instruction. Content and instruction are provided solely by the online application

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English Learner Services

DE 9.20

Education Service Code

Used to describe the English language services being provided by a teacher or received by a student

Is required for all course sections that have EL students

39

1

1

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College Courses

Only the following State course codes listed below may be used for college course reporting.

​

40

9020 - College Credit Course - Visual Arts

9082 - College Credit Course - Dance

9096 - College Credit Course - Theatre

9120 - College Credit Course - English

9154 - College Credit Course - World Languages

9200 - College Credit Course - History/Social Science

9227 - College Credit Course - Other

9273 - College Credit Course - Mathematics

9303 - College Credit Course - Music

9358 - College Credit Course – Science

​

​

Any CTE State Course Code 7000-8999 with

​

Course Instructional Level populated with either :

​

  • Codes 23 (College Credit Only)
  • Code 24 (Dual Credit)

​

​

​

​

​

OR

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Use of SEID 9999999999

41

​

SEID 9999999999 may be used without triggering an exception for:

​

Courses with Field 9.19 - Course Instructional Level Code populated with:

​

Code 23 – College Credit Only, or Code 24 – Dual Credit.

​

College Credit Course codes:

9020, 9082, 9096, 9120, 9154, 9200, 9227, 9273, 9303, and 9358.

​

All other Course Scenarios

​

SEID 9999999999 is still allowed for other course scenarios. However, using it automatically trigger a Misassignment due to vacancy.

​

Suggestion to avoid Exceptions:

​

      • Staff may obtain SEID either as a credentialed staff or by acquiring a Certificate of Clearance from the Commission on Teacher Credentialing.
      • Submit Staff Demographic (SDEM) and Staff Assignment (SASS) records for the teacher.
      • Make sure the Full-Time Equivalent (FTE) percentage in the SASS should reflect the teacher’s FTE at that specific school of assignment.

​

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*Update* Couse Section Field 9.27 – �CTE Course Section Provider Code�Now Filler Field – no longer used by CALPADS�

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*Recategorized* CTE Course Code Content Areas 24-25

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Content Area Category

    • In reports: 2.5, 3.1, 3.2, 3.3, 3.6, 3.7, 3.9, 3.10, 3.11
    • Previously, CTE Course Codes 7000-8999 populated as “Career Technical Education” in the Content Area. They will now be categorized as a more specific subject area, e.g., “Computer Education” or “Music”. Other courses (9000+) may be recategorized as well, so that they are in more accurate categories.
    • Since Content Area is derived from the Course Group Master Valid Code Combinations, there is no action required on the part of the LEAs. LEAs may review what Content Area courses have been mapped into in the Valid Code Combinations document.

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Student Course Section Enrollment

Discuss key SCSE data elements

44

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SCSE Notable Points

45

Know who to involve in this collection

    • Site staff, Counselors

​

Relevant data to report

  • Determine who are the students that should be reported for Fall 2.
  • How is the class setting for these students (in-class, self-contained, departmental, independent study, push-in/pull-out?

​

Reporting Records

  • Ensure some key attributes between the SCSE and CRSE records match to avoid submission error

​

Know your courses attributes.

  • Know what fields are relevant to Fall 2 versus EOY 2

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Student Course Section Enrollments Reported

Enrollment Type

46

10

20

30

46

TK

-

12

Grade Level

​

If Census Day occurs when some enrolled students are in tracks that are off-session, the Fall 2 submission should include the course sections and the students enrolled in those course sections scheduled on the first day that the tracks are in session after Census Day.

​

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Student Course Section Enrollment (SCSE)

47

Student Course Section data

Course Section Data

Course Data

47

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SCSE Attributes

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48

2

1

4

3

A

B

Student Course Section records must have a corresponding Course Section record sharing the following attributes

​

    • 10.15 Academic Term Code
    • 10.05 School of Course Delivery
    • 10.14 Course Section ID
    • 10.13 Local Course ID

1

2

3

4

    • 10.06 Academic Year ID

5

5

A

B

Student Course Section Enrollment records do not include student outcome information (Grades, Credits, Carnegie Units) related to the course. Student data is only used to enroll the student in the course section

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English Learner Services

Key elements to providing services

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English Learner Key Elements

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Components of English Learner Data

The following data elements comprises the overall English learner experience. The CRSE, SCSE and SELA EL status records comprises the Fall 2 elements

CRSE

The course includes the EL services.

SCSE

The student course record links course EL services to the student SSID.

EL Status

SELA record status

LIP Record

Language instruction programs that is provided to the class the student is enrolled in.

SENR

Gains ownership of SSID

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English Learner Services

DE 9.20

Education Service Code

Used to describe the English language services being provided by a teacher or received by a student

Is required for all course sections that have EL students

51

1

1

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Code​

Name​

Description​

1​

PrimaryLanguage Instruction andDesignated and Integrated EnglishLanguage Development (ELD)Instruction​

This course section is providing primary language instruction, English Language Development (ELD), and Specially Designed Academic Instruction in English. Primary language instruction is an approach used to teach academic courses in and/or through a primary language other than English.​

2​

Designated ELD Instruction Only​

This course section is providing only English Language Development (ELD) instruction, through a primary language other than English, which is an academic subject of English language instruction appropriate for the student's identified level of language proficiency. ​

3​

IntegratedELD Instruction Only​

This course section is providing only Specially Designed Academic Instruction in English (SDAIE) services, which is an approach used to teach academic courses to English learner (EL) students in English.​

4​

Designated and Integrated ELD Instruction But Not Primary Language Instruction​

The course section is providing English Language Development (ELD) instruction and Specially Designed Academic Instruction in English (SDAIE) but NOT Primary Language Instruction.​

5​

No English Learner Services​

The course is not providing any instructional services designed specifically for English learners. All courses not providing EL services should be marked with this.​

6​

Other English Learner Service​

The course section is providing some type of instructional service, that, while specifically designed for ELs, is an instructional service that is not narrowly defined in the other English learner services (Primary Language Instruction, English language development, or Specially Designed Academic Instruction in English). ​

 

​

 

English Learner Services

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Postsecondary Status

Key PSTS data elements and collection

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PSTS Notable Points

54

​

Who should be involved in collecting the data?

​

    • CALPADS Data coordinator, Counselors, CTE staff

​

Knowing who to survey

​

​

​

Prepare the survey and know how to input results to CALPADS.

​

​

​

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Postsecondary Students Reported

Students who exited secondary education in the prior academic year (AY 24-25) that were identified as:

  • CTE completers or
  • students who participated in the CA Partnership Academic Program

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When should LEAs survey students?

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FALL 2 CTE Collection

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LEAs should survey students in the second quarter following the end of the prior academic year, which will be some time during December – January of the current academic year.

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Report survey results in CALPADS during Fall 2 submission.

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Students Reported for Fall 2

Survey data collected from the subset of students based on the criteria below will be reported.

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Any student who :

  • Completed HS or exited in 2024-25 (at any grade level); AND
  • Who were or were not part of this year’s 4-year cohort; AND
  • Who exited with E230 and any of the following:
    • Graduated, standard high school (HS) diploma (100)
    • Students with Disabilities Certification of Completion (120)
    • Adult education HS diploma (250)
    • Received a HS Equivalency Certificate (320)
    • Passed the California HS Proficiency Exam (and no standard diploma) (330)
    • Completed grade twelve without completing graduation requirements, not grad (360) ; and

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  • Completed a CTE pathway completers at any point during HS enrollment at the LEA

​

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How to identify CTE students to survey?

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Run CALPADS Reports

Check SIS

  1. Run ODS Report 8.1a – Student Profile Exits - List
  2. Run Snapshot Report 3.20 - Career Technical Education Completers - Student List

for CTE Completers in the following year:

    • AY 2024-2025
    • AY 2023-2024
    • AY 2022-2023

Your SIS may have functionality to identify these students.

OR

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Survey List in a Nutshell

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From Fall 1 ODS Report 8.1a 2024-2025

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Enrollment Status: 10, 30

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Who exited with E230 and any of the following completion codes:

(100), (120), (250), (320), (330), (360) 

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Grade level: 12 and 11

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12th Grade CTE Pathway completer

(2024-25)

11th Grade CTE Pathway completer

(2023-24)

10th Grade CTE Pathway completer

(2022-23)

​

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From Report EOY 1 Report 3.20 (2024-2025)​

Filter for​

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Perkins/CTEIG Fundable: ALL​

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AY 2024-2025 (Filter for 12th grade)​

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AY 2023-2024 (Filter for 11th grade)​

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AY 2022-2023 (Filter for 10th grade)​

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Identifying Student Survey List

  • LEAs can use CALPADS to assist in identifying these students:
    • Step 1:  Find students who completed secondary education in 2023-2024
      • Use ODS Report 8.1a
      •  Apply the following filters:
      • Academic Year: 2024-2025
      • Enrollment Status: 10, 30
      • Grades: 12 and 11
      • Exit Reason Code: E230
      • School Completion Status = 100, 120, 250, 320, 330, or 360
      • From Date 8/16 of Prior Year to 8/15 of Current Year

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Identifying Student Survey List

    • Step 2:  Find students who were identified as CTE Completers in any grades 9-12
      • Run Snapshot Report 3.20 - Career Technical Education Completers- Student List, and filter as follows:
        • Academic Year: 2023-24; 
        • Grade: 12
        • Perkins/CTEIG Fundable: All

​

      • Run Snapshot Report 3.20 - Career Technical Education Completers- Student List multiple times, and filter as follows:
        • Academic Year: 2022-23; 2021-22
        • Grade: 11; 10
        • Perkins/CTEIG Fundable: All
      • Make sure to change the Academic Year and Grade filters using these pairings: 
        • AY 2022-23 & Grade 11; AY 2021-22 & Grade 10

​

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​

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How is the survey conducted?

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LEAs must establish a process to capture the postsecondary status of the specified students

Traditional

Non-Traditional

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PSTS Details

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Submit only Education Program Participation Type code 10 (California Partnership Academy) or 20 (Career Technical Education) in the Fall 2 submission. 

D

The Academic Year ID would be the current academic year even though you are reporting postsecondary information for students who exited secondary education in the prior school year.

A

A

CDS code of LEA’s SELPA

Required If Education Program Participation Type Code = 30 (Special Education) Relevant to EOY 4 submission

B

B

Required if Education Program Participation Type Code = 30 (Special Education) Relevant to EOY 4 submission

C

C

A coded value representing the student's postsecondary status after exiting secondary education.

E

Could be an industry certification, degree, certificate, license issued by the state of California etc.

H

Industry sector that best represents the field in which the respondent is or will be employed in upon completion of training.

F

The type of educational or training institution based on the institution’s tax status

G

Submit only Education Program Participation Type Code 30 (Special Education) in End-of-Year 4.

D

E

H

F

G

Fall 2 Relevant Fields

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PSTS Toolkit

Please refer to the User Manual PSTS page for additional references.

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Error Resolution Demonstration

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Demonstrate how to resolve common errors in Fall 2

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Input validation Error - SCSE0139 �

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SCSE0139 is a common error during the Fall 2 submission process. The primary trigger of this error is the SCSE file being submitted prior to the CRSE being posted.

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Wrap Up

Key Points, Resources and Support

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  • Teacher of record should be reported. Substitutes should only be reported for classes with vacancies.
  • All staff must have an SDEM record submitted every year. If for no other reason than to update the years of service
  • Staff without SEIDs who needs to be reported may obtain SEIDS from the CTC with a certificate of clearance
  • Staff assignments are reported by school and job classification
  • Student Course data should be submitted for all students TK-12 enrolled on census day
  • EL students must be enrolled in at least 1 course section where the Education Service code is populated, to show they are receiving services
  • PSTS data should only be for CTE completers, SWD PSTS records should be submitted for EOY
  • Students may have more than 1 postsecondary outcome

Summary

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Some key points to remember

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Support

You can get help through these channels.

Phone

916-325-9210

Listserv

http://www.cde.ca.gov/ds/sp/cl/listservs.asp#listservs

Web

http://www2.cde.ca.gov/calpadshelp/default.aspx

Email

calpads-support@cde.ca.gov

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Resources

Here are some important resources related to Fall 2 reporting.

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https://csis.fcmat.org/csis-training

https://www.youtube.com/channel/UCA9oRTiyVECCCzOxpmJheZw

https://documentation.calpads.org/Support/References

https://www.ctc.ca.gov/

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https://csis.fcmat.org/csis-training

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Feedback

I have a question…

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Please complete survey…

https://bit.ly/2MXsECg

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Thank You

CSIS Training

+1 916 325 9210

csistraining@fcmat.org

https://csis.fcmat.org/