Fall 2 Reporting Roadmap

(Updated as of 2/15/2023)

This primer will provide you the necessary tools in navigating through the CALPADS system and the different Fall 2 reporting requirements for which you are expected to comply with. This page will continually be updated with new content as needed.

Additional guidance is also available in the CALPADS FAQ site.

Fall 2 Calendar

CDE Documentation

CALPADS January Quarterly Meeting PPT

CALPADS Quarterly meeting presentation includes topics on Fall 1 Special Education Updates, Fall 2 Submission and Assignment Monitoring, Fall 2023-24 Changes.

CALPADS November Quarterly Meeting PPT

CALPADS Quarterly meeting presentation includes topics on Fall 1 Special Education Updates, SSID Assignment Issues, Preparing for Fall 2 Submission.

CALPADS Fall 2 FAQ

List of frequently asked questions for CALPADS Fall 2 submission.

What is New to Fall 2?

Source: CALPADS Flash 240

Added new course codes for Cambridge Courses

Cambridge International courses and exams are based on a curriculum that prepares high school students with the knowledge and skills they need to succeed in college and university. With more California public schools are offering this curriculum, course codes 9600 – 9700 are now included in the Course Group State code set to be used for students enrolling and completing Cambridge courses.

Note: Specific Cambridge courses listed below will require population of the Course Content Area Subcategory Code field on the Course Section file (CRSE/CRSC), using the existing codes in the Course Content Area Subcategory code set.

• 9601 – Cambridge Pre-Advanced World Language
• 9610 – Cambridge Pre-Advanced First Language

New Non-Classroom Based Assignment or Support Assignment Codes

The following three codes are being added to the Non-Classroom Based or Support Assignment code set:

Code	Name	Definition	Examples	Job Classification
6028	Teacher on Special Assignment	A teacher who has consented to serve in a non-instructional assignment.	A teacher on special assignment is an experienced teacher who steps outside the classroom to take on a specialized role. A TOSA provides support for implementation of the district’s educational mission through, content and curriculum development, provides leadership in the planning, coordination and implementation of a subject area, special project, coaching, mentoring or grade level instructional program	12, 26, 27
6029	Special Education Case Manager (non-instructional)	A staff member who manages and coordinates individualized education program (IEPs) for students with disabilities. This staff member does not provide instruction to students with disabilities.	A special education case manager is responsible for ensuring services and supports are in place and provided as determined by the student’s Individualized Education Program (IEP) and may act as a liaison between the student’s teachers and parents. For example, the case manager may be: • Coordinating services as the individual overseeing the IEP for the student	10, 12, 26, 27
6030	Program Coordinator – School Site Level	A staff member at the school site level charged with development, direction, implementation, and coordination of programs designed to improve instruction and enhance student learning.	These positions often oversee instruction of specific subjects or academic programs. Common duties of this position include, but are not limited to: • Developing, coordinating, and supervising programs; • Developing curriculum or program parameters; • Evaluating and assessing programs; and •Managing programs and the personnel within the program at a school site, district, or county level.	12, 26, 27

Fall 2 Submission Checklist

This form provides detailed list of data requirements and key responsibilities to facilitate the smooth Fall 2 submission and certification experience of LEAs. It contains multiple tabs that includes the checklist and list of certification reports. LEAs may download the spreadsheet, assign staff responsibilities and send it to the field.

Download Checklist

What files should LEAs submit for Fall 2?

• Staff Demographics (SDEM)
• Staff Assignment (SASS)
• Course section Enrollment (CRSE)
• Student Course Enrollment (SCSE)
• Postsecondary Status (PSTS)

Note: Except for the PSTS file, all Fall 2 files must be submitted and posted in the sequence listed above. Also, you should be aware of the default file upload processing method employed by each file.

Staff who should be reported in this submission

Data associated with the following staff should be included in this submission:

• Certificated employees employed in certificated positions in school districts, county offices of education, charter schools, schools administered by the Department of Corrections, Division of Juvenile Justice, or State Special Schools. Note that even if a given employee is on temporary leave, they should still be included.
• University interns or district interns authorized by the Commission on Teacher Credentialing and employed in certificated positions in school districts, county offices of education, charter schools, schools administered by the Department of Corrections, Division of Juvenile Justice, or State Special Schools.
• Non-certified instructors who are employed in charter schools and who are providing non-core, non-college prep instructional services, and who have SEIDs.
• Non-certificated administrators in school districts or county offices of education working at the levels of assistant, deputy, associate superintendent, or higher, who have SEIDs.
• Non-certificated administrators in charter schools, who have 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.

Staff who should NOT be reported in this submission

Data associated with the following staff should not be included in this submission:

• Certificated employees in adult education or preschools.
• Certificated employees in before- or after-school child care programs that do not include instructional programs designed to meet requirements for promotion or grade-level standards.
• Classified employees in non-certificated positions below the level of assistant, deputy, or associate superintendent.

Determining Which Teacher to Report

LEAs should always report the “teacher of record” (as defined in Education Code section 44809). This means always report the teacher of record unless the position is VACANT*.

*A "Vacant teacher position" means a position to which a single designated certificated employee has not been assigned at the beginning of the year for an entire year or, if the position is for a one-semester course, a position to which a single designated certificated employee has not been assigned at the beginning of a semester for an entire semester.

What is Teacher of Record?

This pertains to the permanent teacher contractually responsible for the instruction of the pupils in the classroom and maintenance of the school record/register (as defined in Education Code section 44809)

Note:

• If the teacher of record is on leave and will not return until some time during the school year (i.e. it could be after October 31), it is still that teacher who should be reported on Census Day.
• If the teacher of record is ill on Census Day, that teacher should still be reported.
• If no permanent teacher was assigned to the class on Census day due to vacancy or hiring is still in process, the substitute teacher teaching on Census day will be reported as the teacher of record.

How to Report Teachers

Below are guidelines on how to report teachers based on different teaching scenarios.

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 SEID and appropriate state course code to course record
Teacher of record (on leave)	12	Report No-classroom job code 6018 (On Leave)	Assign SEID and appropriate state course code to course record
Charter School Non-Certificated teacher on record	26	Optional if teacher ALSO has a non-instructional assignment, otherwise N/A	Assign SEID and appropriate state course code to course record
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 SEID and appropriate state course code to course record
Pre-K SPED teachers (Reporting is Optional)	12 or 26 or 27	Report No-classroom job code 6020 (If you choose to report the teacher for Fall 2)
Resource Teachers	- 27 if students DO NOT need to be reported (Pre-K to 12)		Choose appropriate support code: 9230 - Response to Intervention (RTI)/Multi-tiered Systems of Support (MTSS) 9231 - Special Education Support-Resource Specialist Program (RSP) 9245 - Foundational Math Support 9246 - Higher Math Support
EL push-in/ pull-out class Teachers	- 27		Choose appropriate support code: 9103 - English Support 9104 - English Language Development Reporting SCSE records for students may be optional if the students are in classess also flagged as providing EL services
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 (if students DO NOT need to be reported (Pre-K to 12)	N/A	Assign appropriate State course code for class appropriate to subject matter.
College Teachers NOT employed by LEA	N/A	N/A	Assign appropriate State course code for class and use SEID 9999999999.  Beginning Fall 2 of 2020–21, a SEID of 9999999999 may  be used and not trigger a mis-assignment 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.
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 for teacher if available, or use SEID 9999999999 but will be a mis-assignment

How to Report Teacher Librarians

Teacher Librarians (school site level)

The table that follows provides information regarding how to correctly report Teacher Librarians at a school site level.

Staff Type	Description	Credential(s)	SASS (Staff Assignment File): Staff Job Classification Code	SASS (Staff Assignment File): Non-Classroom Based Job Assignment Code	CRSE (Course Enrollment File: CRS - State Course Code
Teacher Librarian	Manages library and provides instruction to students as a departmentalized, scheduled class in the library or in a classroom.	Teaching and Library Science and Special Class Authorization	12	N/A	9214
Teacher Librarian (Guided Library Time)	Guided library time provides students with guidance on information and digital literacy and digital citizenship and is typically offered in a pull-out setting in the library. A teacher librarian is available to provide general guidance to students on accessing, evaluating, using, and integrating information and ideas found in print, media, and digital resources effectively.	Teaching and Library Science. Special Class Authorization (Not Required)	12	N/A	9238
Teacher Librarian (pull-out)	Manages library, and students are pulled out of regular class to receive instruction in the library.	Teaching and Library Science	27	N/A	9214
Teacher Librarian (push-in)	Manages library and provides instruction to students in another teacher’s classroom.	Teaching and Library Science	27	N/A	9214
Teacher Librarian (non-instructional)	Plans and coordinates school library programs with the instructional programs of a school district through collaboration with teachers; selects library materials,  develops, delivers library staff development. These teachers do not provide instruction to students in either classroom-based or pull-out or push-in settings.	Teaching and Library Science	12 or 27	6027	N/A
Administrator - Library Media Services	Supervises Library Media Staff.	Administrative Services and Library Science	10	0137	N/A
Library Supervisor or Assistant (classified)	Manages or assists in the library.	None.	Not reported in CALPADS. Reported in aggregate on the CBEDS School Information Form (SIF) - Classified Staff Count Section	Not reported in CALPADS. Reported in aggregate on the CBEDS School Information Form (SIF) - Classified Staff Count Section	Not reported in CALPADS. Reported in aggregate on the CBEDS School Information Form (SIF) - Classified Staff Count Section

Teacher Librarians (district level)

The table that follows provides information regarding how to correctly report Teacher Librarians at a school site level.

Staff Type	Description	Credential(s)	SASS (Staff Assignment File): Staff Job Classification Code	SASS (Staff Assignment File): Non-Classroom Based Job Assignment Code	CRSE (Course Enrollment File: CRS - State Course Code
Teacher Librarian (pull-out)	Manages library, and students are pulled out of regular class to receive instruction in the library.	Teaching and Library Science	27	N/A	9214
Teacher Librarian (non-instructional)	Plans and coordinates school library programs with the instructional programs of a school district through collaboration with teachers; selects library materials,  develops, delivers library staff development. These teachers do not provide instruction to students in either classroom-based or pull-out or push-in settings.	Teaching and Library Science	12 or 27	6027	N/A

How to Report Special Education Assignments

Reporting assignments for staff serving students with disabilities in Special Education

Special day classes should be reported in one of two ways:

• If the teacher is providing instruction in a self-contained setting, then the State Course Code should be 1000 - Self-contained and the Instructional Strategy Code should be populated with 700 - Special Education;
• If the teacher is providing the student's primary a departmentalized setting, 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 a Job Classification Code of 27 – Itinerant/Pull-Out/Push-In
• the teacher should be reported with State Course Code 9231 - Special Education Support-Resource Specialist Program (RSP)
• the 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 – Itinerant/Pull-Out/Push-In
• 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.
  

Staff providing special education services such as occupational and physical therapy or speech and language pathology

• Staff providing special education services (not instruction) should be reported in the Staff Assignment (SASS) File with the appropriate Non-Classroom-Based or Support Assignment Code. Course sections should not be reported for these staff.

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

What classes should be reported for Fall 2?

Include all Course Section Enrollment (CRSE) records occurring on Census Day or for school tracks that are not in session on Census Day, the course submission includes the course sections that begin no later than 30 calendar days after Census Day. This is required for all K-12 students. Do not include lunch, before/after school programs, or preschool course sections.

Courses that must be submitted	Optional courses that can be submitted	Courses that should NOT be submitted
Academic core and Non-core courses	Student Assistant (where student receives grades or credits)	Lunch Period
Special Education	Home Room, Study Hall (where student receives grades or credits)	Summer School
Home Hospital	College	Before/After School Program
Distance Learning		Free Period
Independent Study		Preschool
		Adult Education

Reporting 9999999999 SEIDs

SEID 9999999999 MUST ONLY be reported in the Course Section file. Do not submit a SDEM or SASS record with it.

May be used for:

• College professors with no K-12 credentials
• Courses identified as college courses in CALPADS will not generate an exception
• Contracted employees (COE, other districts, ROC/Ps, outside agencies) This will generate an exception, LEAs must provide evidence that educator holds appropriate credential and authorizations in CalSAAS

May NOT be used for:

• Charter school teachers
• Non-credentialed charter teachers must minimally obtain a Certificate of Clearance which will issue them a SEID
  

Using SEID 9999999999s outside of the college course reporting will almost always generate an exception.

SEID 9999999999 may only be used for the following courses without getting flagged as a mis-assignment:

• CTE Courses (State Course codes 7000 -8999)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.

Important Note:

Although CALPADS will continue to allow the use of SEID 9999999999s, wherever and whenever possible, and if information is available, LEAs should:

• Use the teacher’s actual SEID
• Submit a Staff Demographic Record for the teacher at the LEA in which they are providing instruction
• Submit a Staff Assignment Record for the teacher at each school in which they are providing instruction
  

Who are the students you should report with a Student Course enrollment?

You would include all Student Course Enrollment (SCSE) records occurring on Census Day (10/05/2022) or for school tracks that are not in session on Census Day, the student course enrollment submission includes the student course sections that begin no later than 30 calendar days after Census Day. Do not include lunch, free period, or preschool student course sections.

How to pick the correct course codes

Picking appropriate state course codes for each class should involve curriculum staff and should not be the job of the CALPADS data person. The CALPADS Help desk may go as far as point users to resources need to make the appropriate state course code selections. With that said, when picking a state course code:

• 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

How to Report EL Services

There are four data elements that comprise the full English Services information of each English Learner.

What is the Postsecondary Status (PSTS) File?

The Postsecondary Status (PSTS) file will be used by LEAs to submit post-secondary status data for:

• CTE Pathway Completers as required by Perkins V as part of Fall 2
• Students with Disabilities (SWD) as required by the Individuals with Disabilities Education Act (IDEA) as part of End-of-Year 4

Since the PSTS file will be used for two purposes, not all of the fields on the PSTS file are required for the Fall 2 PSTS CTE submission.

You may review the PSTS page for more details.

See Flash #196

Assignment Monitoring Resources

The following resources provide additional information regarding assignment monitoring compliance requirements and procedures.

2022-23 Assignment Monitoring Training Video

This is a recording of the onsite Assignment Monitoring training that CDE provided for Fresno Count Office of Education.

Appropriate Credentials for CALPADS Course Codes

This site is intended to support credential analysts in determining which authorizations are required to teach in course assignments.

Appropriate Credentials for Special Education Categories

This page is intended to support credential analysts in determining which authorizations align with Special Education disability categories. Note, the table includes only currently issued documents.

Appropriate Credentials for English Learner Services

This page is intended to support credential analysts in determining which English Learner authorizations are required to provide the various types of English Learner Services.

Appropriate Credentials for Non Classroom Based Assignments

This page is intended to support credential analysts in determining which English Learner authorizations are required to provide the various types of English Learner Services.

2021 Assignment Monitoring Training Powerpoint

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

Assignment Resources

Helpful resources related to assignment monitoring compliance. (Username: cig2011 Password: ctcguide)

CALSAAS Training

Provides detailed training on the CALSAAS process. (Username: cig2011 Password: ctcguide

Recorded Webinars

California Department of Education (CDE) and Commission on Teacher Credentialing (CTC) staff developed recorded webinars about changes in course codes and the California Longitudinal Pupil Achievement Data System (CALPADS), California State Assignment Accountability System (CalSAAS), and the Promoting Equitable Access to Teachers (PEAT) program.

PEAT Video Series

Video topics for the Promoting Equitable Access to Teachers (PEAT) Program by the California Department of Education.

Promoting Equitable Access to Teachers Resource

Resources to assist local educational agencies (LEAs) with gathering data and reporting disproportionate access to effective, experienced, and appropriately assigned teachers by low-income and minority students as required under the ESSA.

Contacts

• CALPADS: Click Here
• CalSAAS: Contact your monitoring authority
• Educator Equity: TLPO@cde.ca.gov

Fall 2 Training Resources

CALPADS System Documents

The following documents provide additional information regarding the operation and data submission requirements in relation to Fall 2.

CALPADS File Specifications

This document provides detailed information about the input files that are used to batch load data into CALPADS.

CALPADS File SpecificationsForm

This spreadsheet provides detailed information about the input file requirements that are used to batch load data into CALPADS.

CALPADS Error List

This document contains descriptions for each error generated when submitting data to CALPADS. It also provide suggested resolutions.

CALPADS Data Guide

The CALPADS Data Guide provides information for LEAs regarding the data to be submitted to CALPADS. Information in the guide includes guidelines regarding how LEAs should prepare for each submission, as well as information regarding how given data are used.

CALPADS Code Sets

This document contains the current code values referenced in the file specifications for the coded value data elements. CALPADS course codes (formerly CBEDS course codes) are included in this document (see the "Course Group State" code set).

Retired Course Code Mapping for 2019-20

This document contains a list of state course codes and non-classroom based assignment codes that were retired at the end of 2018-19 and their recommended replacements for the 2019-20 year.

CALPADS Valid Code Combinations

This document lists codes that can only be used in specific combinations in CALPADS.

Where to get Support

For curriculum course mapping questions in relation to Assignment Monitoring contact the Teacher and Leader Policy Office: TLPO@cde.ca.gov

CALPADS Support

• Web Form: Click Here
• Email: calpads-support@cde.ca.gov
• Voicemail for CALPADS Support: (916) 325-9210

FCMAT/CSIS Services

• FCMAT/CSIS Online Support Form Click Here
• Email: support@fcmat.org
• Voicemail for FCMAT/CSIS Support: (916) 325-9210

Listservs

• CALPADS
• CSIS