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

Complete Course Section Information in Illuminate

Now that Staff information is updated in Illuminate, 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 Illuminate.

Courses

Courses – Step 1a:

Navigate to the Course data by selecting Scheduling > Course Management > Course Details 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.

To update course information, select Edit as shown in the following screenshot.

Courses Step 1b:

The most important piece of information on this screen, for CALPADS reporting purposes, is the State Code.  The Course Number and Name have already been established for scheduling of students, but the State Code is required in order for the course to be reported to the state.

  • State Course ID Code

    • 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.

  • 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.

Step 1c: Curriculum Information: California State Reporting 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.

Optional Fields:

  • NCLB Instructional Level: (No longer required for CALPADS in the 2016-17 school year)*  Check back for updates based on the new ESSA Requirements.

    • E – Basic 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 Applicable: Not a NCLB Core Academic Course
      • The content of the course is not related to an NCLB core academic subject.
  • Non-Standard Instructional Level
    • 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).

Course Sections

Step 2: Course Section

The basics for each course have now been setup; however, it is critical to list each section of those courses with the appropriate Instructional Strategy and EL Instruction Type if they differ from the defaults entered into the Course Details.

For example, one section of a course may be offered as part of a Language Immersion program, therefore, the Educational Service and Instructional Strategy codes will be different for this section only.

Step 2a:  Run CALPADS reports to view missing course information.

To find missing, critical fields you may navigate to the Reports > State Reporting > to run both the CALPADS Student Course Section Enrollment (SCSE) Extract and the Course Section Enrollment Report (CRSE).

  • Run the reports using the first day of school as the Start Date and the End Date as Census Day.
  • From there, navigate to the Validation Logs to review the errors Illuminate has found.

Step 2b:  Update Course or Staff Information based upon your report findings.

Step 2c:  Updating Sections:

Navigate to the Live Sections to update any missing information you found in the reports or validation logs listed above. A sample of the required information follows in this screenshot:

Screen Shot 2015-12-30 at 8.57.07 AM

Screen Shot 2015-12-30 at 2.00.20 PM

Complete the following required fields (highlighted with a red box in the screenshot) using the information above at the course level to assist you.

  • Independent Study Indicator (Optional, but highly recommended)
  • Distance/Online Learning Indicator (Optional, but highly recommended)
  • Education Program Funding Source Code (Required only for CA Partnership Academy Program Courses)

* (Source: CALPADS Code Sets – Version 8.4, Published by the California Department of Education on 11/15/2016)

Helpful Hints:

Before making Course or Section updates, running the CALPADS reports to look for missing information will save a lot of valuable time!

To validate your data (or troubleshoot) your course and section information, re-run the CALPADS Course Section Extract Report located under Reports > State Reporting (CRSE).  Generate an Extract using the first day of school as the Start Date and Census Date as the End Date to quickly view the courses that will be reported to CALPADS.

Updated on January 3, 2019

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