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Spring Data Conference, April 29, 2010

Agenda

Date: April 29, 2010

Time: 8:30 a.m. - 4 p.m.

Location: Nebo Learning Center

570 South Main, Springville, Utah 84663

Phone: (801) 489-2833

The purpose of this meeting is to facilitate cooperation and coordination among the Utah State Office of Education (USOE), districts and charter schools to further the efficient, accurate and timely exchange of school performance data. This agenda and all the information presented during data meetings will be available on the USOE Information Technology website.

 

Thursday, April 29, 2010

8 a.m.

Continental Breakfast - Networking

8:30 a.m.

CBT/CRT and Other Assessment Updates - John Jesse

  • Measured Progress CBT status
  • High School Pilot (ACT, adaptive)
  • Future of UBSCT and CRT

Comments and Follow-ups

CBT (Measured Progress): Performance problems have been dealt with and seem to be under control with the addition of many servers. There is an issue of security versus full web deployment. This caused a problem with the Mac browser this year. John is pushing for “full web deployment” to avoid browser problems in the future. He is in conversations with the vendor to get this implemented for next year.

High School Pilot (ACT, adaptive): UBSCT is being put on hold for 2 years. USOE is taking the money saved and offering it to high schools (via a grant application) to help pay for ACT and Adaptive tests. (Adaptive tests are on-line and ask different questions based on the student answers. ACT is still paper-pencil and this version will not include a “writing” session.) A grant meeting was held 4/27/10.

Future of UBSCT and CRT: Utah is part of a 29-state consortium applying for $166M grant to develop a vertically integrated testing system that includes summative, formative, etc. There will be an item pool for the 29 states that focuses on a national core. The national core is posted on USOE webpage http://www.schools.utah.gov/main/ look for “New Common Core Standards”. USOE is making Assessment Consortium presentations around the state; a power point will be posted soon. The remaining two are:

  • May 11, Carbon District Office, 4-6 p.m.
  • May 12, Nebo Learning Center, 4-6 p.m.

8:45 a. m.

Clearinghouse Changes for 2009-2010 - Bruce Hudgens, Jerry Winkler

Timing of Clearinghouse Submissions - New Schedule

  • 2010 Schedule and Appeal Process
  • USOE is strongly recommending that each LEA to submit at least one Clearinghouse file that can pass the preliminary edit/error reports and thus be eligible for a full summary and verification report cycle prior to June 30, 2010. This would give every LEA at least one week prior to the July 7, 2010 deadline to review the summary and validation reports and resubmit its Clearinghouse file if necessary.
  • USOE needs to have pre-print/pre-load and all-student files in on time.
  • Days Suspended Field: We were anticipating needing this new field for year-end 2009-2010. Special Education has now decided they will collect this information through existing manual processes for 2009-10. For 2010-2011 this data will be available from the new disciplinary data records.

Questions to be Addressed

  • 1. Are you trying to capture that a student was expelled for 5 days and then returns?
  • 2. If a student is expelled for the rest of the year, we normally don't track how many days that is...the student is just exited. What if the student is expelled for 5 days but doesn't reenroll for 3 weeks...do you want the count to be 3 weeks or just the 5 days? We are not sure
  • 3. what if they are expelled for the rest of the year but then enroll in a neighboring LEA?
  • 4. LEAs are not sure how to accurately report days expelled as the student is exited from the systems and may not be expected back or may not come back in a timely manner after the expelled days are completed. Currently unless the student comes back we don't track expelled - as an attendance kind of thing.

HB 166 notice: no: Iowa, UBSCT, U-PASS – What is Clearinghouse impact? What happens to various graduation/completion codes?

 

Comments and Follow-ups

  • Expulsion may or not have days indicated by the principal, but suspensions always should have days indicated.
  • Sometime auditors do not understand scheduling cycles when the visit schools and the fact that some full school years are less than 180 days.
  • Questions 1-4 above still need to be addressed by Cal Newbold and Verne Larsen.
  • Remember, just because your data extraction file is error free from CLH_Edit and you upload the file, you are NOT done. You must review the reports that Bruce sends back. SSID errors are very common because CLH_Edit cannot validate these; that can only be done at USOE. Note: If the response time on the SSID system is noticeably slower than normal, please contact Lisa Lindgren at USOE (801-538-7637) immediately so she can investigate what might be impacting the performance.
  • If your grade levels have changed, be sure that CACTUS reflects that info. There will be a check between what grade-level you send for each student and what is defined in CACTUS. For example, there are schools that are expanding their programs by one grade level each year as they expand into high school. If you have added 11th grade students, make sure your CACTUS info lists 11th grade as the upper grade for this year.
  • If you have students not born in the USA, please review slide 10 with “Immigrant” info.
  • Due date for final clearinghouse submission: July 7, 5:00 pm Please get your preliminary files submitted by the end of June (or even earlier!) to ensure you have time to make corrections!

9:30 a.m.

Clearinghouse Changes for 2010-2011 - Bruce Hudgens, Jennifer Lambert

Race and Ethnicity

  • For fall 2010, there will only be a warning if the student is Hispanic and there is no race indicated.
  • Addition of an observer identified indicator will be considered for 2010-2011
  • The Feds strongly encourage LEAs to re-identify existing students. Jordan (Skyward) is requesting parents/students to select race/ethnicity when they logon to the SIS. Especially Hispanics should be asked their race(s).

Reading on Grade Level

  • SB 150 requires the USOE to report if the student in grades 1-3 is reading at grade level.
  • …and, if they are receiving intervention.
  • LEAs must report the status to parents by mid-year and the USEO will collect that mid-year designation at the end-of-school-year or as soon as we can. September 30, 2010.

Disciplinary Records

YIC Records

 

Comments and Follow-ups

  • Colorado race/ethnicity website.
  • If a student is identified as Hispanic/Latino, they must also identify a race.
  • Since it may be difficult to for some LEAs to collect race data for all Hispanic/Latino students, the USOE has removed the edit that requires a race for these students.
  • There will only be a warning if the student is Hispanic/Latino and there is no race indicated.
  • Not indicating a race for Hispanic/Latino students should be the exception, not the rule.
  • If the USOE finds that it is being misused and that LEAs are not seeking to identify the race for Hispanic/Latino students, the edit may be added back in.
  • The Board is discussing this, what reading on grade level actually is, so we need to continue monitoring this. LEAs will not identify not how many are reading at grade level, but how many are not reading at grade level.

10 a.m.

Collection of Disciplinary Data for 2010-2011 - Bruce Hudgens, Cal Newbold, Verne Larsen, Brent Page

The USOE had been waiting for UTREx to supply these data, but the decision was made to move ahead prior to the completion of UTREx because:

  • 1. Uncertainty about the UTREx project schedule
  • 2. RICEP collection system contract expires at the end of 2009-2010
  • 3. Student and incident level data are needed to more completely and efficiently produce federal and state reports.

LEAs must be capable of having SISs modified for reporting in this manner for the end-of-year 2010-2011. Based on past discussion with LEAs representing various SISs the perception of those at the meeting is that most, if not all, SISs will be able to do this.

  • These data will be reported by school.
  • If more than one school or LEA are involved in an incident each one will report.
  • Although the USOE warehouse may or may not be able to connect the student from multiple school involved in the same incident, it will be better to report the incidents under each school.
  • There will be an incident type of “other”.
  • EDEN will crosswalk the Utah infraction codes to the NCES more general codes.
  • Salt Lake has volunteered to provide some test data as will Nebo.
  • Nebo and others will also work with USOE to standardize codes.
  • USOE will share this code set with all LEAs and Let LEAs know the level of detail is needed.

Comments and Follow-ups

  • Must be finalized asap.
  • Important: Disciplinary data must be submitted via the clearinghouse upload as of the 2010-11 school year. This means you will have to enter disciplinary incidents in your SIS rather than RICEP or in some paper file.
  • The SIS 2000+ software (that the majority of you are on) is making modifications to ensure it aligns with the new requirements. Those of you on PowerSchool, Renweb, and Compass need to work with your vendors to make sure their data collection and data extraction work correctly for the 2010-11 school year.

10:30 a.m.

New YIC Processing for 2010-2011 - Travis Cook

  • YIC Accreditation and Rules
  • S3 type records will be added to the clearinghouse for the collection of YIC enrollment data (resident, ISI etc.), but only for student who had 10 or consecutive days in a residential setting.
  • There will be a new set of special education type course codes similar but probably at a higher level of summary than the special education “23” type codes for AC/AM course membership records. We would call these “YIC codes”.
  • For any student enrolled for 10 days or more (1/8 credit or more) in a residential or self-contained school and attended classes, there must be a AM record like a regular school. For example, if there are 100 classes in the residential school there must be 100 classes (AC) with AM records for all students that were in those classes for more than 10 days.
  • Courses with these codes will be excluded from class size, course taking patterns, etc.
  • Currently, regular and alternative schools are reporting these classes as study hall, teacher aide etc., but putting “math” etc. in the transcript.
  • The YIC residential institution codes will not be listed as schools anymore in the directories or the USOE school tables. In most cases “master” or “umbrella” alternative high schools will be reporting in place of these YIC residential “schools”.
  • If a student is FAY due to some mix of enrollments under the master school (generally an alternative school) then they are included in the accountability reports like AYP for that alternative school.
  • Most residential schools will not have enough students with FAY to be included in AYP.
  • UTOPIA will be a transitional tool. It has common data to follow the student from one residential school to another. Master alternative high schools will be responsible for re-keying the UTOPIA classes into the standard SIS. YIC budgets should be paying for this.
  • Use of YIC codes/courses for graduation requirements will have to be addressed by the LEAs and the accreditation process.
  • To combine membership across three sources (S1, S2, S3) the USOE will only check that S1 membership + S2 (self contained membership) OR S1 membership + S3 membership (considered self contained) is less than 180 plus 10 for each time a student transitions between these schools. Note: S2 and S3 membership will never be added together for membership calculations.

Some additional questions/discussions about the S3 record.

  • Will each S3 record require an S1 too? Yes. 
  • Sevier asked if there was some way they could be given a file from UTOPIA of students attending Sevier’s YIC residential facility but from another district. 
  • USOE still needs to decide what to do about highly qualified determinations for YIC teachers.
  • Why do the YIC residential sites need to put class data into UTOPIA anymore? If that is not necessary, a lot of burden is removed and the only double data entries (UTOPIA and SIS) will be for demographic information. But someone still has to determine for which YIC residential students YIC (S3) records will have to be created in SISs based on who had enough hours, 10 days of continuous enrollment, to yield 1/8 credit or more for work done in YIC classrooms.

Comments and Follow-ups

  • The YICSIS software package is being retired. Data will instead be entered into your SIS system.
  • Please see the agenda for details and contact Travis Cook if you need more info.
  • LEAs want these new record types (S3, I1, I2) finalized ASAP, at least by mid May.
  • Notify LEAs when they are final.
  • Make sure LEAs know not to report non-self-contained YIC students.
  • For 2009-10 the YIC fulltime flag/field may be reported but it will not be used to determine funding.
  • The question of whether or not foster children along with proctored and monitored should be included/indicated. The answer was no.

11 a.m.

CACTUS Teacher IDs in pre-load CRT files for 2010-2011 - Jennifer Lambert

Currently, less than 50% of values in the 9.2 field of the pre-load/all-student files were determined to be good CACTUS IDs for a current year CRT based on the following criteria.

  • 1. The number was a valid CACTUS ID
  • 2. CACTUS ID for an active teacher
  • 3. The teacher has an active license

Since some LEAs wanted to retain the flexibility of the current system in which the 9.2 field could be used at the discretion of the LEA, the USOE will add another field to the pre-load/all-student file just for CACTUS ID in 2010-11. This field will be named TEACHER-OF-RECORD. This will also have to be added to the header sheet for the paper and pencil tests.

Assessment will decide if this is also to be used for semester tests and the UALPA.
Using the teacher ID on the pre-print may be better than determining the teacher of record via the Clearinghouse data. Among other technical reasons the USOE does not get multiple, subject specific teacher reported for elementary when multiple teaches may be teaching elementary students.

There is an evolving national discussion about the teacher-of-record definition. Complicating the discussion are as classes that are taught by multiple teachers, different teaches for different subjects on the elementary level, and classes that have teaching changes in mid-year. How much of the class time is enough to call someone the teacher-of-record. The USOE will be defining the teacher-of-record in part based on board rule: R277-510-J.

Comments and Follow-ups 

  • Tying teachers to tests is going to take some thought and discussion.
  • There is still the solved problem of how to operationalize the teacher-of-record.
  • LEAs would like more direction from USOE as to how to do this. It was suggested to hold a workgroup bringing together some people from IT, Curriculum and Assessment to resolve some of the obstacles to identifying the teacher-of-record for the pre-load/all-student file.
  • We have the time to hold such discussions since there is no immediate requirement to tie student achievement to teachers. However, it appears that we are going to have to eventually do this, so we need to start planning for it now in order to think this through and make the necessary adjustments.
  • The term “teacher-of-record” may be misleading since it is also used in the course data. The teacher-of-record for course data may or may not be the same as the teacher-of-record for CRTs.
  • The clearinghouse currently allows only one course record for elementary school students. Usually schools define a homeroom class to upload. But the students actually go to different teachers for learning different subjects. Creating a pre-print file based on the homeroom teacher would not provide the correct CACTUS number.
  • The teacher-of record on the CRT may need to be different from the teacher-of-record on the course data. Since the national discussion on tying teachers to tests uses the term “teacher-of-record”, the preference was to change the term used for course data.
  • For now, the basic definition of teacher-of-record for CRTs is the teacher that should be held accountable for the test score.
  • There was agreement that it made more sense to include the teacher-of-record CACTUS ID in the student records of the pre-print rather than depending on the Clearinghouse roster lists.
  • There is still the problem of elementary students who have subject specific teachers. This must be solved at the SIS level and will also impact the Clearinghouse.
  • This is now a national level discussion and involves such variables as how long the teacher is responsible for the class and also how long the student is in the class. Highly mobile student present unique challenges.
  • For 2010 CRTs Assessment will use the existing 9.2 field in the USOE Data Display (powered by COGNOS).
  • For 2011 CRTs, the USOE Data Display will use the new teacher-of-record field. This gives LEAs and USOE an opportunity to review what teachers are identified with which tests (before this linking becomes high-stakes) and to identify and resolve problems.

11:30 a.m.

Data Community Review/Summary - Judy Park, John Brandt

  • Summary Notes
  • The purposes of the data community
  • Chart of what LEAs are using what software for what purposes in the classroom and school.
  • Tools Spreadsheet
  • The future of the Data Community.

Noon

Lunch/Networking – You are on your own 

1 p.m.

Exit Codes and High School Completion Codes - Susan Loving, Bela Vastag

  • Exit and Completion Codes
  • In the future Adult education sees no reason to retain the AE (transferred to adult education) and GE (transferred to GED program) exit codes. Such students should be exited as dropouts, DO.
  • There need to be a new completion codes for GEDs and Carnegie Unit based adult education diplomas. Currently, when UTOPIA reports such students back to the LEA as graduates with a GED or Utah Carnegie based adult education diploma, the LEA should report those students with one of the two new recommended codes.
  • LEAs should be able to report these events with their October 1 Clearinghouse data if the student got the GED or Utah diploma in the school year that ended in the prior June. For example, the student that goes to an alternative high school, drops out to a GED then and gets diploma from GED before the end of a school year should have an ES (exit status change record) submitted by the LEA from which the student dropped-out.
  • Foreign exchange students (coded as FE) and home schooled students enrolled part time at a district and retained senior coding.
  • Unresolved graduation pending (GP) codes will be converted to dropouts for graduation rate starting with 2010 data.

Comments and Follow-ups

  • It was decided to keep the AE and GE codes for documentation purposes but the USOE would continue to treat them as dropouts.
  • The board rules says you must be a dropout to enter an adult education program. You cannot be concurrently enrolled in a regular high school and an adult education program.
  • Two new high school completion codes will be added GG for graduate by GED and GC for graduate by Carnegie unit. These will be reported in the ES (exit status change) records via the October Clearinghouse submissions by the LEA from which the student left (i.e. dropped out with an AE or GE exit code).
  • It sounded as though only one of two LEAs like Salt Lake may actually use the codes for personnel and program planning.
  • If you mark a senior as “GP” Graduation Pending, you must submit a resolution in the October clearinghouse upload. For example, you might tell USOE the student has a Certificate of Completion “CT”. If not, the code will be converted in the warehouse to Dropout.
  • There will be two graduation rates calculated: State and Federal. “CT” will count as a dropout in Federal, but not in State calculations.

1:30 p.m.

Title III Private School ELL Students - Brenda Burrell, Rita Brock

For Federal compliance the USOE needs collect English language learner (ELL) counts from private schools via the clearinghouse for school year 2009-2010. LEAs will be asked to include in their files a record for each student in a private school within their respective jurisdictions whom they have identified as an ELL student. As they do with public school students, districts will use the following classification system for identifying the ELL status of each student:

  • Y = Student is ELL. This includes UALPA levels:
  • (P) Pre-emergent
  • (E) Emergent
  • (I) Intermediate
  • (A) Advanced
  • O = Refused services offered through NCLB Title III
  • F = Fluent – Exited an ELL program in a school year prior to the one for which data are reported.
  • N = Tested and deemed not ELL
  • BLANK = Not tested - not ELL

The USOE already uses the clearinghouse in a similar way to collect data on private school students who receive special education services from public school districts. Data on the ELL status of private school students will be collected initially as part of the year end 2010 data clearinghouse, for which the deadline is July 7, 2010, and counts for private school students identified as Y or O will be used in final allocations of state FY 2011 Title III funds to districts.

Training of district Title III directors about their obligations under 9501(a)(4) is being provided separately by USOE Title III staff.

These students are not required to take the UALPAs. Title III is informing the district Title III directors they must include these students in the clearinghouse.

These students must have SSIDs like any other student, but “PVT” must be placed in the S1 Membership Record as we do for private schools special education students reported via S2 records.

The motivation for this comes from a Title III audit that said that if Utah funds ELL students in private schools the public districts should report them.

Note: There is no need to keep membership, etc.  These PVT, Private, School Students are not processed for enrollment.
The USOE clearinghouse currently uses 995 as a generic private school number so, for example, when Canyons SD (42) reports private school students, those student get reported as being in school 42-995.

Comments and Follow-ups

  • Many LEAs may not even know if there are private schools within their boundaries that have students qualifying for Title III services.

2 p.m.

Title III Immigrant and Foreign Student Count - Rita Brock

We have added the federal definition of Immigrant Student 107-110(6) to the DATE FIRST ENROLL (in US) Clearinghouse field. Specifically, the LEAs will be notified that only students who…

  • (A) are aged 3 through 21
  • (B) were not born in any State (each of the 50 States, the District of Columbia, Puerto Rico, the U.S. Virgin Islands, Guam and the Northern Marianna Islands)
  • (C) have not been attending one or more schools in any one or more States for more that 3 full academic years

… should be indicated or counted as a immigrant student.

  • Foreign exchange students are determined and counted solely through the coding of the Residence Status field. Foreign exchange students may be designed as ELL students, although this should not be the case. Foreign exchange students should be proficient in English as a pre-condition of their participation in a foreign exchange program. If a foreign exchange student is designated as an ELL student in the Clearinghouse a warning will be issued.
  • This is a new Boolean (Y/N) for immigrant or not. If “Y” then there must be a date first enrolled also reported.

Comments and Follow-ups

  • Age in (A) is based on age as of the last day of school as indicated in the Clearinghouse’s school record. This is how age is also determined for S2 (special education) student data.
  • Foreign exchange students ideally are proficient as a pre-condition of their participation in the program. They should not be flagged as ELL just because they are foreign exchange.
  • However, if they are having problems with English, flag them as ELL and administer the UALPA and provide services.

2:30 p.m.

Preprint/Preload File and CRT Edit Changes for 2009-2010 - Sharon Marsh

Comments and Follow-ups

  • New specs will be communicated by 8/1/10 to first be used for spring 2011 CRT pre-prints. The USOE is looking at creating a CSV (comma separated value) file and adding to the data items currently included. Your student information system vendor will need to accommodate these new specs for pre-print files.
  • The only thing that goes onto MOVEIT will be the UBSCT slice files; no other assessment files will be put out there.
  • Error files are put on the secure Assessment page under the Downloads “Raw/Error/Extracts”.
  • There is a section of the website labeled “Correct Errors”.
  • Be sure to “close the session” when you are done correcting errors. This signals USOE to rerun error check to ensure you’ve corrected everything.

2:45 p.m.

Class Size Audit - Emily Tew

  • Presentation
  • Test plan for auditing class size
  • Need for a sample of class rosters from a few LEAs
  • The best person to contact for this information
  • Timing of the roster collections. For example, if we waited until the fall, would districts still have class rosters for the previous fall/spring?

Comments and Follow-ups

  • Emily calculates class size based on the October upload. She would like to cross-check her numbers by taking a sample at a few schools in each district. The power point lists the schools/districts.
  • The USOE may try working through LEA data steward type personnel and do on site audits like school finance currently does for enrollment data that determines funding.

3 p.m.

SERF Changes 2009-2010 - Jerry Winkler, Robert Nicholson

  • Presentation
  • SERF Change Schedule for 2009-2010
  • Timing of SERF releases and change notifications
  • New/changed table/element definitions
  • Request process, releases, acknowledged/signed-off
  • Which SERF elements should and can be included in the UTREx student record.

Comments and Follow-ups

  • Technical note: The old ERD “student” table only stored ethnicity once per student. However, it is possible for a student to enroll at several different schools/districts during the year. And it is possible for them to declare different ethnicity/race at each.
  • So this data is in the “student_enrollment” table and most recent ethnicity is also in the “student_master” table

3:30 p.m.

UTREx V2.0 Status Report - John Brandt

  • Objectives
  • Interviews with LEAs and architecture that has evolved
  • RFPs and results from planning meeting
  • Schedule
  • The USOE has a complete inventory of all hardware left over from the DB project and will be asking that most of that hardware be returned for use at the USOE or possible redistribution.

Comments and Follow-ups

  • Objectives – More timely updates of data into warehouse; exchange data between LEAs as students transfer; provide transcripts.
  • Interviews with LEAs and architecture that has evolved – all SIS vendors have been contacted. The vendors need to keep in touch with John Brandt.
  • RFPs and results from planning meeting: (1) automate the clearinghouse and provide the exchange of data between LEAs; (2) national service to provide distribution of transcript to any post-secondary institution school identifies.
  • Schedule: USOE will have something in place July 30, 2011. This will be a limited release. Schools will still use the current clearinghouse process for year-end July 2011.
  • The USOE has a complete inventory of all hardware left over from the DB project and will be asking that most of that hardware be returned for use at the USOE or possible redistribution. 

4 p.m.

Follow-up Questions

  • DWG Schedule for coming school year
  • Time for any follow-up questions and information discussion 

 

Thank you to everyone form making time in your busy schedules to participate in this meeting.

Late Updated: 04/21/2009