How do I manage the CALPADS Fall 2 data in Aeries.NET(Step 3 of 3 – Courses)

Complete Course Section Information in Aeries

Now that Staff information is updated in Aeries, 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 your SIS under Scheduling Process > Master Schedule (or Courses).

**Please note this article describes manual updates only. Aeries Administrators may make mass updates which are not shown in the following steps.

Courses

Courses – Step 1a:

Navigate to the Course data by selecting Scheduling Process > Courses to search for all active courses within the selected school.  The result of this search will be a list of courses that you may then edit or view.

The California Specific Fields screen is our focal point for Fall 2 CALPADS reporting.

Step 1b: Identify/Search for the Course to update.

Step 1c: Enter the California Specific Fields that apply to your school/grade levels.

  • Required:  CBEDS # (or State Course Code) and UC/CSU Entrance information.

Note: High Schools must complete UC/CSU Entrance information based on the established curriculum and use of State Course Code (aka CBEDS # in Aeries).  The state course code determines whether or not the class meets these requirements, so choose very carefully.

  • How do you determine which number to use? Use our handy lookup sheet here: CALPADS Course Code List (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 separate files.

Courses Step 2:

From the same screen, select the sections associated with the course to enter the remaining state required information.

Required for CALPADS:

  • Education Service (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 EL’s 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
  • Distance Learning
  • CTE Provider code – but only if the State Course Code reflects a CTE code/curriculum.

Optional fields listed for sections include:

      • Funding Source
      • Highly Qualified Teacher code – Optional, and not reported in 2016-17 CALPADS uploads.

Step 3:  Review of Data before uploading to CALPADS.

Once you have completed all required fields for your courses, it is highly recommended that you run the CALPADS Extracts from Aeries for Fall 2: CRSE and SCSE to ensure information is listed as expected.  The report is extracted as a csv which is easily opened in Excel to look for missing fields and to review data updates.

The final step of the Fall 2 process is running the Student Course Section Enrollments which report pulls information directly from the staff demographics and assignments, as well as the course and section information you have already updated.  Provided you have listed all courses and sections appropriately AND entered SEID information for your staff, the last step/report is simple!

Good luck!

Updated on January 3, 2019

Was this article helpful?

Need Support?
Can't find the answer you're looking for? Don't worry we're here to help!
CONTACT SUPPORT

Leave a Reply

This site uses Akismet to reduce spam. Learn how your comment data is processed.

Do NOT follow this link or you will be banned from the site!