How do I manage CALPADS Fall 2 data in PowerSchool? (Step 3 of 3 – Courses)

*Updated January 24, 2017

Complete Course Section Information in PowerSchool

Now that Staff information is uploaded to PowerSchool, the last step to Fall 2 data preparation is to fill out the Course and Section information.  They are in fact, two separate sets of data located in two separate areas of PowerSchool.

Step 3a:  Courses

From the home page, navigate to School (Under Setup) > Courses (Under Scheduling).  A listing of the Courses should show up like this:

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The red box indicates the course number and name of a course being taught at our school that we need to check the properties of.  We will need to repeat this process for each of the courses that we are reporting in CALPADS Fall 2.  Click on the course name or number(they take you to the same place) and you should have a page that resembles the one below:

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There are only two fields that are of immediate concern to us in the top half of this page.  They are:

  • Alternate Course Number
    • How do you determine which number to use?  Use our handy lookup sheet here: CDE Course Code Lookup (Last Updated November 15, 2016.)  The lookup sheet is a combination of both the CALPADS Code Sets file and CALPADS Valid Code Combinations file which CDE keeps as two seperate files.
      • The courses and their descriptions can be found by downloading the CALPADS Code Sets file from the CALPADS System Documentation Webpage located here as of November 2016 (Version 8.4):  http://www.cde.ca.gov/ds/sp/cl/systemdocs.asp
      • The course attributes can be found by downloading the CALPADS Valid Code Combinations located here as of November 2016 (Version 8.4:  http://www.cde.ca.gov/ds/sp/cl/systemdocs.asp
    • Below are some common course codes.
      • 1000 – Self-Contained Class
        • CDE Description:  A class that provides instruction in multiple content areas and is delivered in one classroom to one group of students.
        • Used most often in Primary School with a single teacher teaching multiple subjects.
      • 6001 – Skills center/study skills
        • CDE Description:  A course that provides academic support and guidance in order to help students achieve success in their academic work. Can include the following content: time management, outlining, note taking, organization, active listening, research methods and test-taking strategies.
        • Used most often for advisory-type classes.
      • 3020 – Consultation/instructional support
        • CDE Description:  Teachers in this assignment are not providing initial direct instruction, but are providing instructional support to students with disabilities on an IEP. These teachers also may be consulting with an NCLB compliant teacher who is providing direct instruction in the core elementary or secondary curriculum.
        • Commonly used for supplemental classes not found in the CALPADS Codes Sets file such as supplementary elementary school courses (languages, PE, music, etc.)
      • 6098 – Other instruction-related assignment
        • CDE Description:  An instruction-related assignment other than those listed in the State Course Codes.
        • Commonly used for classes not found in the CALPADS Code Sets file such as electives in middle/high school.
      • 2517 – Physical Education K-8
        • CDE Description:  A general physical education course for grades kindergarten through eight (excluding students receiving Adapted or Modified/Specially Designed physical education).
        • This course code not considered to be a NCLB Core Class.
  • Credit Hours
    • This is described by the CDE as “A count of the credits (Carnegie units) attempted by a student for a specific Course Section.
    • Only required for departmentalized courses for students in grades 9-12.

Then as we proceed to the bottom of the page, we should see the following, with all of the fields in the red box being required for entry:

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California State Report Information (Required for CALPADS)*

  •  Exclude From State Reporting? (Required, “No” by default)
    • This should always be set to No for courses to be reported for CALPADS.
  • UC/CSU Approved Course Subject Area (Grades 7-12)
    • Codes A-F meet UC/CSU requirements for their subject areas.
    • Codes GA-GF and GO are preparatory electives in their subject areas.
  • NCLB Core Course (No longer Required as of 16-17 School Year*) * Watch for updates when the new ESSA requirements are released.
    • E – Elementary NCLB Core Academic Course:
      • The instructional level of the NCLB core academic course curriculum is consistent with the elementary academic content standards and the course has been designated by the local education agency as elementary for NCLB reporting purposes. This curriculum can usually be found in grades kindergarten through fifth grades and sometimes up to eighth grade.
    • S – Secondary NCLB Core Academic Course
      • The instructional level of the NCLB core academic course curriculum is consistent with the secondary academic content standards and the course has been designated by the local education agency as secondary for NCLB reporting purposes . This curriculum is usually, but not always found at the middle school, junior high, and high school levels.
    • N – Not NCLB Core Academic Course
      • The content of the course is not related to an NCLB core academic subject.

 CALPADS Information*

  • Content Code (Only required if the course is a Career Technical Education (CTE) Course)
  • CTE Technical Preparation Indicator (Only required for Career Technical Education)
  • Instructional Level Code (Optional)
    • 10 – Remedial
      • The level of course content and instruction has been approved by the local governing board as intended to correct or improve one’s knowledge in a specified content area.
    • 12 – Gifted and Talented
      • The level of course content and instruction has been approved by the local governing board as meeting the criteria for designation as a Gifted and Talented course.
    • 14 – Honors – UC Certified
      • The level of course content and instruction has been identified by the University of California System as meeting the criteria for designation as a UC-Certified Honors course.
    • 15 – Honors Non-UC certified
      • The level of course content and instruction has been approved by the local governing board as meeting the criteria for designation as an Honors course. These honors courses are not the same as UC-Certified Honors courses.
    • 16 – College
      • The level of the course content and instruction is equivalent to the content and instruction that would normally be delivered at a college (and sometimes may actually be delivered at a college). This is not the same as Advanced Placement (AP) or International Baccalaureate (IB) courses (AP and IB courses have their own Course Group State Codes).
  • Education Service Code (Required for courses that provide EL Services to students.)
    • 1 – Primary Language Instruction and ELD Instruction and/or SDAIE 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. The curriculum must be equivalent to that provided to fluent English proficient (FEP) and English only students. Instruction must be provided by an authorized teacher (either certified or in training for the type of service provided). ELD is an academic subject of English language instruction appropriate for the studentÆs identified level of language proficiency. ELD is consistently implemented and designed to promote second language acquisition of listening, speaking, reading, and writing. ELD instruction must be provided by an authorized teacher (either certified or in training for the type of service provided). SDAIE is an approach used to teach academic courses to English learner (EL) students in English. SDAIE must be designed for non-native speakers of English and focused on increasing the comprehensibility of the academic courses normally provided to FEP and English-only students in the district. SDAIE must be provided by an authorized teacher (either certified or in training for the type of service provided).
    • 2 – ELD Instruction Only
      • This course section is providing only English Language Development (ELD) instruction, which is an academic subject of English language instruction appropriate for the studentÆs identified level of language proficiency. ELD is consistently implemented and designed to promote second language acquisition of listening, speaking, reading, and writing. ELD instruction must be provided by an authorized teacher (either certified or in training for the type of service provided).
    • 3 – SDAIE 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. SDAIE must be designed for non-native speakers of English and focused on increasing the comprehensibility of the academic courses normally provided to FEP and English-only students in the district. SDAIE must be provided by an authorized teacher (either certified or in training for the type of service provided).
    • 4 – ELD Instruction and SDAIE Instruction But Not Primary Language Instruction (Most Common)
      • The course section is providing English Language Development (ELD) instruction and Specially Designed Academic Instruction in English (SDAIE) but NOT Primary Language Instruction. ELD is an academic subject of English language instruction appropriate for the studentÆs identified level of language proficiency. ELD is consistently implemented and designed to promote second language acquisition of listening, speaking, reading, and writing. ELD instruction must be provided by an authorized teacher (either certified or in training for the type of service provided). SDAIE is an approach used to teach academic courses to English learner (EL) students in English. SDAIE must be designed for non-native speakers of English and focused on increasing the comprehensibility of the academic courses normally provided to FEP and English-only students in the district. SDAIE must be provided by an authorized teacher (either certified or in training for the type of service provided). The course section is NOT providing Primary Language Instruction.
    • 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).  These instructional services vary either quantitatively or qualitatively from the other EL services. For example, use this code for courses providing ONLY services such as dictionaries or glossaries in the primary language to support learning; or for courses providing alternative EL services to severely disabled students in a special education setting.
  • Language of Instruction Code (Required if the Education Service Code is 1 or the Instructional Strategy is 600.)
  • Instructional Strategy Code (Required for courses that provide EL Services to students.)
    • 300 – Home and Hospital
      • Instruction provided to an individual pupil in the pupil’s home, in a hospital or other residential health facility, excluding state hospitals, or under other circumstances prescribed by regulations adopted for that purpose by the State Board of Education (Education Code Section 48206.3(1)).
    • 400 – Alternative EL Program – Two-Way Immersion (Various Models)
      • An instructional strategy where English learners (ELs) with an approved Parental Exception Waiver are placed in a Two-Way Immersion setting designed for ELs and native English speakers, with core content instruction delivered in the ELs’ primary language and English. ELs receive instruction in English language development (ELD) and all students are provided grade-level core content instruction based on state standards.
    • 500 – Structured English Immersion and/or English Learner Mainstreaming
      • An instructional strategy where English learners (ELs) who score at less than reasonable fluency in English are placed in an Structured English Immersion (SEI) program setting, which is taught overwhelmingly in English with curriculum and presentation designed for students who are learning the English language. Students receive instruction in English language development (ELD) and other grade-level core content based on state standards. Some instruction and/or support may be provided in the students’ primary language. This may also include English Learner Mainstreaming, an instructional strategy where English learners (ELs) who score at reasonable fluency in English are placed in an English Language Mainstream (ELM) program setting, which is taught in English with curriculum and presentation designed for students who are learning the English language. Students receive instruction in English language development (ELD) and other grade-level core content based on state standards. Some assistance may be provided in the primary language.
    • 600 – Alternative EL Program – Bilingual (Various Models)
      • An instructional strategy where English learners (ELs) with an approved Parental Exception Waiver are placed in a bilingual program setting with at least some core content instruction in their primary language. The portion of the instructional day delivered in each language varies by the type of program and its goals. Students receive instruction in English language development (ELD) and other grade-level core content instruction based on state standards. This program is specifically designed to address the learning and language acquisition needs of ELs.
    • 650 – English Learner Mainstreaming (Most Common)
      • An instructional strategy where English learners (ELs) who score at reasonable fluency in English are placed in an English Language Mainstream (ELM) program setting, which is taught in English with curriculum and presentation designed for students who are learning the English language. Students receive instruction in English language development (ELD) and other grade-level core content based on state standards. Some assistance may be provided in the primary language.
    • 700 – Special Education
      • An instructional strategy using the individually planned and systematically monitored arrangement of physical settings, special equipment and materials, teaching procedures, and other interventions designed to help learners with special needs achieve the greatest possible personal self-sufficiency and success in school and community.
  • Independent Study Indicator (Optional)
  • Distance/Online Learning Indicator (Optional)
  • Education Program Funding Source Code (Required only for CA Partnership Academy Program Courses)
  • CTE Provider Code  (Only required if the course is a Career Technical Education (CTE) Course)
    • 1 – Regional Occupational Center or Program (ROC/P)
      • The Career Technical Education course is provided by the Regional Occupational Center or Program (ROC/P).
    • 2 – District
      • The Career Technical Education course is provided by the district.

* (Source:  CALPADS Code Sets – Version 5.0.1, Published by the California Department of Education on 11/4/2013)

Press Submit and…

Congratulations!  You’ve reached the end of the Fall 2 data entry process.

Special Note:  All sections of a course inherit their properties from the course level.  If you have multiple sections that have DIFFERENT properties for the same course, you must individually set the same properties as above but in the “Sections” portion of PowerSchool.  You can find that at School (Setup) > Sections (Scheduling) > Select Course (On left hand side) > Select SECTION NUMBER

Teachers in this assignment are not providing initial direct instruction, but are providing instructional support to students with disabilities on an IEP. These teachers also may be consulting with an NCLB compliant teacher who is providing direct instruction in the core elementary or secondary curriculum.
Updated on June 5, 2018

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Comments

  1. Hi Curtis:
    Now what, which reports do I upload to CALPADS?
    Thanks
    Kim

  2. You can approach it in this order:
    1) SDEM – Staff Demographics
    2) SASS – Staff Assignments
    3) CRSE – Course Section Enrollment
    4) SCSE – Student Course Section Enrollment

    Remember to always let the previous file FULLY POST before attempting to upload the next file. That means that when CALPADS is being slow, you should budget your time to do this over multiple days.

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