An Educator’s Guide to Student Privacy.

CARS NewsFlash #55 News Flash 55 was sent to LEA User Administrators announcing the 2016 Winter Release Webinar video has been posted to YouTube. To:            Consolidated Application Subscription List, CARS LEA User Administrators From:        Consolidated Application and Reporting System (CARS) Project Team Date:         January 27, 2017 Subject:     Consolidated Application and Reporting System Update FLASH #55 2016 Winter Release Webinar The Consolidated Application and Reporting System (CARS) Project Team has created a YouTube video: 2016 Winter Release Webinar. The recording provides an overview of how to navigate within the CARS and a general review of the Winter Release data collections. The direct link is: https://youtu.be/fgu0VpiuVUM  . We recommend that you view the recording in full screen mode to make the smaller text easier to read. Other Resources You can find other helpful resources on the Consolidated Application (ConApp) Web site at http://www.cde.ca.gov/fg/aa/co/ including: 2016–17 Consolidated Application Program Guidance2016–17 Consolidated Application Instructions Each form’s data entry instructions include step-by-step procedures to complete the form, a list of all error messages, and (if applicable) how to resolve the error. Also, the CARS Web page at http://www.cde.ca.gov/fg/aa/co/cars.asp includes the CARS LEA User Guide that contains more information on how the system works and how to use each of the tabs. Deadline Reminder All 2016 Winter Release data collections are due Tuesday, February 28, 2017. As the deadline approaches, and more LEAs are submitting data, the system performance will slow down due to the volume of data saved. We encourage you to avoid the rush and certify your ConApp early. Note: the data collections will remain open after the deadline while we validate submitted data and expedite unsubmitted data. Additional Information If you have any questions regarding CARS, please contact the Consolidated Application Support Desk by e-mail at This email address is being protected from spambots. You need JavaScript enabled to view it.. If this e-mail was forwarded to you and you wish to subscribe to the Consolidated Application e-mail list, please send a blank e-mail to This email address is being protected from spambots. You need JavaScript enabled to view it..   Questions:   ConApp Support Desk | This email address is being protected from spambots. You need JavaScript enabled to view it. | 916-319-0297

There are four unique listservs that disseminate info about CALPADS.  One is maintained by CSIS/FCMAT and serves as a Q & A forum for day-to-day users.  The other three are "one-way" messaging systems and do not accept replies.  A list of these and their intended audiences and access instructions is below: "CALPADS" listservsIntended AudienceAccess Instructions  1.  "CSIS-LS" Lot's of back-and-forth messages from CALPADS Coordinators Individuals who work on a daily basis with all aspects of the system, including preparing data for upload, working with various SIS systems, resolving errors, and validating/verifying data.  The group is open to all local school district CALPADS administrators and usually has around 200 active participants.  This is a lively back-and-forth discussion forum with roughly 25 to 50 email messages going back and forth each day.  It is advisable to use a secondary email account just for this listserv or to create some rules within your email filter to sort these messages into their own folder. https://csis.fcmat.org/Pages/Listserv.aspx 2.  "CALPADS-LEA" Only official information According to the CDE website, "The CALPADS-LEA listserv is a private listserv restricted to LEAs. All requests for membership will be reviewed before approval is granted."  This is one of the official channels in which "Flash" updates from CDE regarding CALPADS is disseminated.  Generally anyone who is the LEA CALPADS Coordinator should be on this list to receive deadline information, product improvement updates, known issues updates, and new data requirement updates.  (Note to CDE - Since this is official information already posted on the CDE site, and not priviliged info in any way, it might make sense to open access of this list up a bit too!  That way we can assign a unique email address to it (e.g. This email address is being protected from spambots. You need JavaScript enabled to view it.) and then route this critically important info to all necessary parties at our schools.http://www.cde.ca.gov/ds/sp/cl/listservs.asp 3.  "CALPADS-SIS-VENDORS" Only official information "The CALPADS-SIS-VENDORS listserv provides information relevant to the development and implementation of CALPADS to Student Information System (SIS) vendors and LEAs utilizing custom-designed SISs. This listserv is an open listserv with no membership restrictions." This listserv provides an opportunity to understand how changes in the CALPADS system may impact your student information system (e.g. Aeries, PowerSchool, Infinite Campus, Illuminate SIS, and others).  There is usually a monthly vendor conference call as well, that is usually attended by representatives of those companies (when it hasn't been cancelled).   http://www.cde.ca.gov/ds/sp/cl/listservs.asp 4.  "CASEMIS-TO-CALPADS" Only official information "The CASEMIS-TO-CALPADS listserv disseminates information to LEAs regarding the transition from the California Special Education Management Information System (CASEMIS) to CALPADS. This listserv is an open listserv with no membership restrictions. "  Since the CASEMIS data is scheduled to "morph" into CALPADS at some point in the 2019-2020 time-frame, it would make sense for Special Education leaders and CALPADS Coordinators to participate in this listserv in order to anticipate these changes in how SPed data is captured, stored, and reported.http://www.cde.ca.gov/ds/sp/cl/listservs.asp

Still don't have a revised date for the Fall 1 CALPADS cert.  Hang in there everybody!  

The results are in!  The survey's have been tabulated!  A huge thank you to the more than 150 districts who updated their enterprise systems this year in our 2nd annual EXPANDED survey.  We've combined the results from the first and second surveys into a single searchable online index. We think this is currently the most accurate and complete list of systems in use by California K-12 public school districts.  And there's still time to update YOUR district's list of enterprise systems if you didn't get a chance to do so yet.  The online survey will stay open until the end of the school year and we'll update the list continuously throughout the year.  

The following API's that we are tracking have been updated (note: external link to ProgrammableWeb) SchoolTimeOpen AssessmentsHeartland Payment SystemsWhipplehillStudyStackDigitalChalkIlluminate EducationChalkableEdmodoEdX Course StructureDIYStudy Island DictionaryKhan AcademyClever DataDiglibCodeLessonSchoologyInstructure CanvasSkill SearchSycamore SchoolBlackboard CollaborateData.ed.govHaiku Learning Management SystemOffice 365 SchoolsClever IdentityASPECT Vocabulary Bank for EducationDonorsChooseTurnItin iThenticateCode.org Local School Database

EVERY STUDENT SUCCEEDS ACT – Update #5 The purpose of this letter is to update you on California’s transition to the Every Student Succeeds Act (ESSA). The new federal law provides states with more flexibility to design accountability and systems of support that will align with current California reforms, such as the Local Control Funding Formula (LCFF) and Local Control and Accountability Plans (LCAPs). In this letter, we will provide information about ESSA regulations, the California ESSA State Plan, and ESSA guidance from the U.S. Department of Education (ED). ESSA Regulations ESSA regulations are developed by ED to provide clarity to state educational agencies (SEAs) and local educational agencies (LEAs) for implementing the statute. ED has released and collected public comment on three sets of ESSA regulations: Accountability, Data Reporting, and Submission of State PlansAssessment and Innovative Assessment PilotsSupplement Not Supplant I have submitted responses to each set of regulations in joint letters with State Board of Education (SBE) President Michael Kirst detailing concerns about the proposed regulations and making recommendations to address those concerns. You may review those letters and the proposed regulations on the California Department of Education (CDE) ESSA Web page at http://www.cde.ca.gov/essa. ED has indicated that it plans to address public comment and finalize the regulations by the end of this year. Once the regulations are finalized, the CDE will inform LEAs of the potential impact on California’s implementation of ESSA programs. We are also tracking the transition to a new federal administration and will notify LEAs if this will have an effect on ESSA implementation. California ESSA Consolidated State Plan As part of California’s transition to ESSA, California must submit an ESSA State Plan to ED. The State Plan will describe the State’s implementation of standards, assessment, accountability, and assistance programs and will move us toward California’s goal of having a single, coherent local, state, and federal education system. California has elected to submit a consolidated State Plan, which will address several ESSA programs in a coherent and integrated way. California will not be able to finalize its State Plan until final regulations are available. However, there are many State Plan components that are not contingent upon regulations. Therefore, the CDE is moving forward with the development of the State Plan to ensure stakeholders have sufficient time and opportunity to inform the State Plan, regardless of the status of regulations. The CDE intends to steadily develop, and make available for public comment, three successive drafts of the plan over the next several months with new plan sections added to the document as new information becomes available. The first draft of the ESSA Consolidated State Plan was presented to the SBE at its November meeting and is now available for public comment on the CDE Web site at http://www.cde.ca.gov/re/es/toolkit2.asp. To help facilitate local conversations regarding the plan, the CDE has developed the ESSA Stakeholder Engagement Toolkit available on the CDE Web site at http://www.cde.ca.gov/re/es/toolkit.asp. On this Web site you will find the State Plan Development Timeline, overview...

2016 Spring Release Webinar The Consolidated Application and Reporting System (CARS) Project Team has created our second YouTube video: 2016 Spring Release Webinar. The recording is an overview for local educational agencies (LEA), of how to navigate within the CARS and a general review of the Spring Release data collections. The direct link is: https://youtube/UTLDHSN_RhM . Given the clarity of the smaller text is not the best, we recommend that you view the recording in full screen mode. Also, the following additional training information is available from the Consolidated Application (ConApp) Web site at http://www.cde.ca.gov/fg/aa/co/: 2016-17 Consolidated Application Program Guidance2016-17 Consolidated Application Instructions Each form’s instructions include step-by-step instructions to complete the forms, a list of all error messages, and if applicable how to resolve the error. The CARS Web site at http://www.cde.ca.gov/fg/aa/co/cars.asp includes a link to the CARS LEA User Guide that contains more information on how the system works and how to use each of the tabs. "Missing" 2016-17 Data Collections ConApp Support has received a number of telephone calls and e-mails about “missing” 2016-17 data collections. Please remember that the display of additional data collections is dependent on what you apply for in the 2016-17 Application for Funding.

2016-17 Spring Release The Consolidated Application and Reporting System (CARS) is on schedule for a Sunday, May 15, 2016 release of the data collections listed below. All data collections will have a deadline date of June 30, 2016. 2014-15 Expenditure Reports Title II, Part A Fiscal Year Expenditure Report, 24 MonthsTitle III, Part A Immigrant YTD Obligations Report, 24 MonthsTitle III, Part A LEP YTD Obligations Report, 24 Months 2015–16 End of Year Reports Title I, Part A Nonprofit Private School Student Demographics and ServicesTitle I, Part A School Funded Staff ReportTitle I, Part A Parental Involvement PoliciesTitle I, Part A School Program Improvement ActivitiesTitle I, Part A Program Improvement Expenditures and Reallocation CriteriaTitle I, Part D Facilities ReportTitle I, Part D Demographics by ProgramTitle I, Part D OutcomesTitle I, Part D Academic PerformanceTitle II, Part A School Class Size Reduction ReportTitle II, Part A Fiscal Year Expenditure Report, 12 MonthsTitle III, Part A Immigrant YTD Obligations Report, 12 MonthsTitle III, Part A LEP Nonprofit Private School ReimbursementTitle III, Part A LEP YTD Obligations Report, 12 MonthsTitle VI, Part B, Subpart 2 RLIS Activity ReportHomeless Education Policy, Requirements, and Implementation 2016–17 Application for Funding Reports Certification of AssurancesProtected Prayer CertificationApplication for FundingSchool Student Counts, ProjectedOther ESEA Nonprofit Private School ParticipationEconomic Impact Aid School Funding PlanTitle I, Part A Nonprofit Private School ParticipationTitle I, Part A Planned School AllocationsSubstitute System for Time Accounting Summary of Changes 2014-15 Title III, Part A Immigrant YTD Expenditure Report, 24 Months Added display of supplemental entitlement which is included in calculating unspent funds. 2015–16 Title I, Part D All forms:If the program-specific (At-Risk; Neglected; Juvenile Detention) count of facilities in Title I, Part D Facilities Report is greater than zero and the number of same program-specific facilities that reported student data is equal to zero, then the program section in each form will not display.Outcomes:Added new field to each program section: “Within 90 calendar days after exit, the number of students who earned high school course credits.”Added new field to each program section: “Within 90 calendar days after exit, the number of students who enrolled in GED program.” 2015–16 Homeless Education Policy, Requirements, and Implementation Added new field to indicate whether the homeless liaison has attended and/or participated in homeless education liaison training within the last two years.Added new field, if homeless liaison has completed training, to indicate at what leve was provided: Local; County; State; National. 2016–17 Other ESEA Nonprofit Private School Participation Added Title III, Part A Immigrant as a participation option. California Longitudinal Pupil Achievement Data System Data Dependency on CARS for School Title I Program Status The California Longitudinal Pupil Achievement Data System (CALPADS) End of Year 2 (EOY2) data collection is dependent on data that LEAs certify in the CARS Title I, Part A Notification of Authorization of Schoolwide Program (SWP) data collection. If the LEA has not already certified their 2015-16 Title I, Part A Notification of Authorization of SWP school data, CALPADS will consider all schools in the district...

There are 9 types of CALPADS Extract files: 1.  ODS Extracts 2.  SSID Extract 3.  Candidate List Extract 4.  Replacement SSID Extract 5.   Rejected Records Extract 6.  Direct Certification Extract 7.  Assessment - Student Results Extract New! 8.  Assessment - Individual Student Results Extract New! 9.  Suspense Resolution Records     Type #1 - "Operational Data Store or 'O.D.S.' extract"  Generating an ODS extract is useful if you want to compare the data in CALPADS to what is in your own SIS system.  Since an ODS extract pulls out the "live" data, you can match what is in CALPADS to your own data to make sure you have enrolled or exited all of the students correctly, to identify students who might be participating in a program, determine the EL status, etc. There are 13 different types of ODS extract files.  They are virtually identical to the files used to upload data to the calpads system from your student information system, with three differences: the ODS Extract file is structured like the input file with the addition of two fields, (A) the upload date and (B) the last date updated, at the end of each record. Additionally, the (C) Record Type Code will have a ‘-R’ appended to the Input Record Type Code. ODS Extract Record Type Codes # Record Type Input Record Type Code ODS Extract Record Type Code 1 SSID Enrollment SENR SENR-R 2  Student Information SINF SINF-R 3 Student English Language Acquisition SELA SELA-R 4 Student Program SPRG SPRG-R 5 Student Discipline SDIS SDIS-R 6 Student Waivers SWAV SWAV-R 7 Staff Demographics SDEM SDEM-R 8 Staff Assignment SASS SASS-R 9 Course Section Enrollment CRSE CRSE-R 10 Course Section Completion CRSC CRSC-R 11 Student Course Section Enrollment SCSE SCSE-R 12 Student Course Section Completion SCSC SCSC-R 13 Student Career Technical Education SCTE SCTE-R   Type #2 - "SSID extract" An LEA may request an extract of their "State Student Identifier Number" or "SSID" information from the CALPADS portal. CALPADS will create the extract file according to the user’s specified selection criteria. The SSIDs in the file may be imported into a local student information system and/or used locally on the user’s personal computing system. The file will contain a list of SSIDs and limited demographics based on the selected filter criteria defined by the LEA. CALPADS will extract ONLY THE SSIDs associated with the students currently enrolled in the LEA. The content of the SSID Extract file is listed in the table below. SSID Extract Record Layout # CALPADS File Element Field Type Max Length Business Rule 1  Reporting LEA CS 7 This will default to the institution identifier of the User ID. May not be blank. 2  School of Attendance CS 7 The 7 digit code associated with the student’s school of attendance. May not be blank. 3  SSID CS 10 The SSID for the student. If the SSID associated with the enrollment is retired, the system will populate the SSID field with the active SSID associated with the retired...

In the last hours of the California legislative session, AB 2329 passed unanimously in both the Senate and Assembly and is now headed to the Governor! If you are so inclined, you can call or write letters to the Governor urging his signature on this important effort to develop a strategic plan for equity in computer science education in California.  Here is a sample letter from the bill’s sponsor, Assemblywoman Bonilla, urging the Governor to sign AB2329. TechNet, along with a wide array of education and industry supporters applaud the California state legislature for approving AB 2329, legislation which would develop a comprehensive plan for computer science education across the state. Sponsored by Assemblywoman Susan Bonilla, Assembly Bill 2329 would establish a diverse advisory panel to develop a statewide computer science strategic plan, ensuring there is engagement from multiple stakeholders, including parents, teachers, students, advocates, policymakers, and leaders from state and local government. AB 2329This legislation ensures that California will have a statewide strategic plan that considers the following issues: Who can teach computer science and with what credentials;How to increase the pool of teachers;What computer science standards drive instruction; andHow to encourage students to take computer science classes.  TechNet’s California Executive Director Andrea Deveau co-authored an op-ed in the Sacramento Beeon the importance of passing this legislation with Julie Flapan, executive director of the Alliance for California Computing Education for Students and Schools. 

Dear LEA Representative, CALPADS Fall 1 training sessions are now open for registration. Please be sure to select the appropriate class that aligns best with your CALPADS experience. Classes will be added to the schedule as needed to accommodate the demand. To obtain detailed information about class descriptions and the target audiences for each class offered, please see the CALPADS Course Catalog on the FCMAT/CSIS Web site at http://csis.fcmat.org/Pages/Course-Catalog.aspx. All of the training sessions will be held via Microsoft Lync Internet conferencing. The training material, along with instructions regarding how to access the Web conference, will be sent one day prior to each training date. You may enroll in a training session via the FCMAT/CSIS Training Web site (see below). When you enroll, please be sure to note the training date on your calendar. Once you have enrolled in a training session, you will no longer see the "Enroll" button for that particular training session. (There will be a "Dis-enroll" button, should you no longer wish to be enrolled.) Please share this information with others in your agency where appropriate. COURSE TITLES: The following table lists available Fall 1 courses for CALPADS 2016 and the recommended target audience for each: Training SessionsRecommended Target AudienceFall 1 - Reporting and CertificationNew staff and experienced staff needing a refresher;Fall 1 - Advanced Reporting and CertificationExperienced staff who successfully completed Fall 1 last year   TRAINING REGISTRATION: You must have an account for the FCMAT/CSIS Web site in order to register for training. The training registration process will require logging in to the FCMAT/CSIS Web site. If you do not have an account for the FCMAT/CSIS Web site, you will need to register for one: See the FCMAT/CSIS document entitled How to R= egister for an Account on the FCMAT-CSIS Web site at http://csis.fcmat.org/Documents/Documentation/How-To-Register-For-A-FCMAT-CSIS-Website-Account.pdf. Once you have an account, you can register for training sessions. To register for the Fall 2016 CALPADS training sessions, visit the FCMAT/CSIS training Web page at http://csis.fcmat.org/Pages/Trainings.aspx. Should you have any questions, please contact the CALPADS Service Desk via either of these methods:   1.  Submitting a service request ticket via the CALPADS Service Request form at http://www2.cde.ca.gov/calpadshelp/default.aspx   2.  E-mailing This email address is being protected from spambots. You need JavaScript enabled to view it.<;mailto:This email address is being protected from spambots. You need JavaScript enabled to view it.> Thank you, CALPADS Team

Viktor Mayer-Schonberger and Kenneth Cukier’s Big Data: A Revolution That Will Transform How We Live, Work and Think unveils the future possibilities of building on the analysis of vast amounts of data. Hypothetical correlation goes out the window, and the new methodology behind datafication opens new possibilities for companies and governments (and schools) in the 21st century. The authors explain the importance of this data-driven approach, how messiness trumps exactitude, and the unlimited potential for many of data completeness. They also illustrate how searches on Google open new possibilities, but caution of the dark future of shattered privacy that could prevail as depicted in movies like Minority Report. Each of the 10 chapters makes a main point about “Big Data” and its implications. The authors discuss the significance of sampling vast amounts of data, the prominence of datafication, the value of data, the risks of data, and the tools needed to control a data-driven society that is able to intrude on everyone’s privacy. They suggest that Farecast, a company that tells online buyers if prices are more likely to rise or fall before their scheduled trips “is the epitome of a big-data company and an example of where the world is headed” (p. 5). If all goes well, data companies will generate greater growth and affluence globally. Very much worth a read . . .

What are the Smarter Balanced Assessments? The Smarter Balanced assessments are a series of tests taken by students in 17 states, including California.  The tests are administered to students only in grades 3, 4, 5, 6, 7, 8, and 11.  Students in other grades are not assessed by Smarter Balanced. The tests themselves are different from traditional tests in that the students complete them using a computer.  Schools provide appropriate laptop, "chromebooks" or traditional desktop computers securely connected to the Internet, to complete each test.  Students must TYPE their open ended and essay responses, and use the mouse or trackpad to select other responses and move from question to question. Test #1 Math Computer Adaptive Test Each student takes a total of FOUR individual tests.  The first is a Math test of approximately 35 to 50 questions that requires students to identify the correct answers from pre-determined answers, enter their own "open-ended" responses with no answer prompts, and complete matching activities.   This is called a "Computer Adaptive Test" because the test is supposed to respond to how well the student is doing, and adjust the difficulty level of the questions accordingly.  As a result, some students may complete only 35 questions, while others may complete as many as 50 individual questions.   Some students may finish in 60 minutes, while others take 90 minutes or even longer.  Since there is no pre-determined time limit, some students may even take 3 or 4 hours to complete each test!  (This creates a set of new challenges for teachers and administrators, who must now accomodate longer testing periods with the additional hurdles of having reliable internet networks and sufficient computer equipment.) Most, but not all, of the CAT test is graded by the computer. Only the "open-ended" responses on this test require a teacher to evaluate and score, and this is done by the publisher of the test, the Educational Testing Service.  So it is very unlikely that your student will be evaluated by his or her own teacher. Test #2 Math Performance Task The second test, also in Mathematics, is a so-called "Performance test."  This test, like the three others, is also conducted online using a computer.  Unlike the Computer Adaptive Test or "CAT" test, however, the Performance test or (PT) is characterized by a longer, more complex problem or activity that involves a number of different standards and ideas.  Students give essay-type responses of varying length, and usually answer between 3 and 8 questions.  Despite the smaller nubmer of questions, the PT takes just as long, or longer, for the students to complete.   All of the PT tests  Each Performance Task is preceded by a short, teacher-led, classroom lesson.  This "mini-lesson" is designed to provide a "level playing field" for students.  This activity helps students who might not be familiar with the specific subject matter being discussed, or English language learners or students with special needs.  The mini-lesson is usually taught by the student's own classroom teacher, though if the...

(Note: Original Source:  CALPADS Email from August 5, 2016 ) It’s time to begin preparations for the 2016 Fall 1 CALPADS data collection! This communication serves to announce the initial 2016–17 CALPADS training schedule and remind LEAs of the importance of training and the appropriate class sequence.  The 2016–17 schedule starts off with offering the Essential 2 and Essential 3 courses, along with a new course regarding CALPADS documentation. The first Fall 1 training session will occur the week of September 12. Registration availability for the Fall 1 sessions will be posted in the beginning of September. NEW COURSE  The Guide to CALPADS Documentationtraining sessionwill familiarize users with CALPADS documentation and support tools. In this session, we will review the purpose of the CALPADS documents, how they are used, how they link together, and where you can find them. This is not a required course for the Training Recognition award, but this course is highly recommended if you want to better understand how to get the most out of the documentation.  NEW STAFF  If you are new to CALPADS, you are expected to take the CALPADS Essential classes (course numbers 2–4) to become familiar with the CALPADS functionality. These Essential classes provide the foundation necessary to prepare for the specific data collections (Fall 1, Fall 2, etc.) as well as to prepare for the steps in Statewide Student Identifier (SSID) requests and Anomaly resolution. Once the Essential 2–3 classes are completed, you should attend the Fall 1 Reporting & Certification class. After the Fall 1 submission is well under way, you should attend the Essential 4 and Fall 2 classes. Additionally, the Q&A sessions listed in the schedule complement your learning experience and allow an opportunity to talk with support staff. The Q&A sessions require registration and are available to anyone, regardless of your training level.  EXPERIENCED STAFF  CALPADS users who completed the Fall 1 data submission last year do not need to take the Essential classes unless they feel that a repeat will be beneficial. The Fall 1 Advanced class was created for staff who have a strong understanding of the data submission process and want to learn about changes in the current year.  SELF-PACED TRAINING  Self-Paced modules for all the training sessions are available for everyone. The Self-Paced modules are a good alternative to the presenter-led sessions when you want to learn on your own, need a refresher on a particular topic, or can’t find time to attend the live sessions. We request that users register for the Self-Paced modules, so that we can update our records to reflect who has attended training. Self-Paced Registration can be found here: http://csis.fcmat.org/Pages/Self-Paced-Training.aspx. The Self-Paced content for Fall 1 will be updated by the end of November.  CLASS ENROLLMENT  To obtain detailed information about class descriptions and the target audiences for each class offered, please visit the FCMAT/CSIS Class Descriptions Web page at: http://csis.fcmat.org/Pages/Course-Catalog.aspx. All of the sessions will be held via Microsoft Skype Internet conferencing. The training material, along with instructions...

Golden State vs. the Feds! - Or, How Best to Reconcile the LCFF/LCAP Stuff with the New Federal Regulations. The State Superintendent of Public Instruction (SSPI) and the State Board of Education (SBE) President Michael Kirst jointly signed a letter in response to the proposed regulations for ESSA accountability, data reporting, and submission of state plans, detailing concerns about the proposed regulations and making recommendations to address those concerns. The letter was submitted through the Federal Register on August 1 and may be viewed on the CDE Response to ESSA Proposed Regulations Web page. The new ESSA regulations are chalk full of new requirements for state data report...

Using Federal Funds to Improve Student Outcomes in Humanities  To help state educational agencies (SEAs), local educational agencies (LEAs), and their partners identify potential ways to use Federal formula grant funds to support humanities education during the 2016–17 school year, the U.S. Department of Education released a letter to provide examples of how funds from Titles I, II, III, IV, and V of the Elementary and Secondary Education Act (ESEA), as amended by No Child Left Behind (NCLB), the Individuals with Disabilities Education Act (IDEA), and the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins) can support efforts to improve Pre-K–12 and postsecondary instru...