Continental Breakfast - Networking
Technical Clearinghouse File Specifications Changes for EOY 2010-11 and 2011-12 – Bruce Hudgens
Related Clearinghouse Content/Program/Processing Information.
Race and Ethnicity – Jennifer Lambert
- Until the feds tell us differently, we will allow Hispanic = “Y” without a race.
- Not indicating a race for Hispanic/Latino students should be the exception, not the rule. Schools (secretaries/registrars) should do all that they can to gather the race for Hispanic/Latino students. The relaxation of the rule allows for them to have the time to do so.
- If the USOE finds that the relaxing of the edit check is being misused and that LEAs are not seeking to identify the race for Hispanic/Latino students, the edit may be added back in.
- If the race for Hispanic/Latino students must be observer identified, schools (not IT) must follow the procedures outlined for observer identification.
- Please note that if Hispanic/Latino students are observer identified as American Indian, it may cause extra work for Title VII. However, there may be situations where the observer identification of American Indian would be the most appropriate (for example, if the student had previously self-identified as American Indian).
- If a student or their parent self-identifies their race as American Indian, accept that designation and in no way dissuade that choice or change it.
Special Education/SCRAM Changes for 2011/12 - Paul Peterson
There will be new codes for pre-K special education students in 2011-12.
For 2010-11 there will be a small change in the Clearinghouse.
@Regular Percent: (Col 037; Required – All updates) - Summarizes the amount of time the student is in a regular education class. This is used for federal reporting.
- 1. At least 80% of the day.
- 2. 40 to 79% of the day.
- 3. Less than 40% of day.
- Student is pre-K and Environment is not ‘E’, Cannot be Blank for all students above pre-k or
- Pre-k students with Environment ‘E’, Must be Blank for pre-k students with Environment anything other than ‘E’.
Note: If the student is pre-k with an Environment of ‘E’ and a code of 1 in Regular Percent they will be interpreted as more than 10 hours of self-contained instruction per week; codes 2 and 3 will be interpreted as 10 hours or less of self-contained instruction per week.
10 a. m.
Future Directions for course codes (CACTUS/subject) and core (standards/objectives) codes - Alan Griffin, Paul Peterson
Course (CACTUS/subject) Codes
- Core Code
- Codes for specific courses, how courses come into being, and how codes are assigned
- Procedures relating to maintenance of the course codes, e.g. deletion, inactive codes, etc.,
- Assigned responsibilities for the codes - the players and their roles
- Access to electronic files containing these codes from USOE/CACTUS
- Note: The 11 digit core codes identify courses of study for Utah curriculum offerings and are fundamentally stored in CACTUS. Click here to view codes.
To Add or Change Courses
- Formal requests must be sent to USOE data analyst Paul Peterson by November first prior to the July beginning of the new school year.
- Paul then sends the requests to curriculum specialists. They will review the request and if approved, will submit it to state licensing and to the USOE Curriculum Director (Sydnee Dickson) for their approval.
- If the course is approved, a new code is generated and added to the list. This list is sent out once yearly with new additions, changes, and deletions.
- Efforts are being made to centralize the management of the codes, along with their associated standards and objectives
Core (standards/objectives) Codes
- Current structure
- Current sources of information
- Access to electronic files containing these codes from UEN via the USOE.
SSID on Transcripts - John Brandt
- 2007 Legislation requiring K12 to post-secondary student ID
- Inclusion of SSID on high school transcripts
- Post-secondary accommodations, recording of SSID from transcript
- SLDS (Statewide Longitudinal Data Systems) UTREx and the Utah Data Alliance (UDA)
Current Status and actions needed
- Poor match rates (41%) for concurrent enrollment
- Dismal rates (<10%) match for remedial math study
- Latest report from USHE (Utah System of Higher Education) about LEAs not having SSIDs on transcripts showed four LEAs not reporting SSIDs – this situation has been corrected
- Post-secondary is requesting that all SSIDs be placed prominently at the top of transcripts and be clearly labeled
- UTREx will mitigate these problems in the future with standard and electron transcripts
CBT/CRT and Other Assessment Updates – John Jesse, Sharon Marsh
- Status report on CBT system (Measured Progress)
- New specs will be communicated by 8/1/10 first to be used for spring 2011 CRT pre-prints.
- 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.
- Pre-print, Pre-load and All-Student file format and timelines
- Assessment Website/MoveIT permission and forms
- UALPA processing
- 2010-11 AYP and Accountability Appeal Process
Foreign Exchange Students Coding - John Brandt
- Continue to report J-1 and F-1 Foreign Exchange students correctly in the October 1 and the end-of-year clearinghouse.
- Do not forget to exit 12th grade foreign exchange students, or they will be considered dropouts.
- Some LEAs continue to have problems with these data, and they will not receive the WPU reimbursement unless they report the students correctly.
- For more information contact gregg [dot] roberts [at] schools [dot] utah [dot] gov (Gregg Roberts), (801) 538-7743.
CACTUS Teacher IDs in pre-load/all student CRT files (paper or online) for 2009-10 - John Brandt
Since 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 but for better teacher/student linkage of data, the USOE considered adding another field called Teacher-of-Record to the pre-load/all-student file just for teacher CACTUS ID in 2010-11. This has been postponed until future notice.
Currently, less than 50% of the values in the “9.2” fields of the pre-load/all-student files were determined to be good teacher CACTUS IDs for a current year CRT based on the following criteria.
- The number was a valid CACTUS ID
- CACTUS ID for an active teacher
- The teacher has an active license
However, this level of identification of a class may be insufficient for separating students and their scores into classes later on such as in the USOE Data Display (COGNOS).
This case study from Cache School District illustrates the problem and a workaround.
From Robert W. from Cache to John B
If we report CRT pre-loads by teacher CACTUS ID and period in an attempt to group students correctly for the Data Display, doing so will mix early T1/T2 tested students for teacher Jill with her T3 tested students since they often have the same period numbers. That is one of the issues we would like to get away from. Since teachers are after me to compare their own tested classes - they are really worked when they have mixed students between terms.
We have been using course/section and period as it is unique across terms and periods in our system. We would rather be using CACTUS ID and Period but we need a way to separate out in which term the test was taken. We think CACTUS ID, term and period will work. We could use period = 1x for term1, 2x for term2 3x for term3 and so on where x = term number. If changing the processing software is an issue for the USOE, the LEA could report CACTUS ID, term (in the 9.2 field), and period in the pre-load file. Later, when the USOE was finished with their CRT processing/scoring, the LEA could “unpack” the 9.2 field and have all the data they (and the Data Display) needed to separate the student into appropriate classes. A/B schedules at some districts also cause issues with CACTUS ID and Period.
Reply from John B
We, the USOE agree with your analysis and your workaround. However, CACTUS ID + term + period may not work for everyone, so we hesitate to make that a general recommendation. Another option is adding more information from the Warehouse to the data going to the Data Display such as the date of the test. That would separate the students by terms but would not provide term numbers. If the LEA is using SERF data and their own SIS data to group and report CRT results by class, we think the LEA has enough information in their SIS to connect the student/CRT to the correct teacher/term/period.
Lunch/Networking – You are on your own
Exit Codes and High School Completion Codes - Emily Tew
The graduation rate calculation and report will be changing shortly.
- Some exit codes will be removed
- G1, G2 Until further notice, no UBSCT diplomas should be reported in the Clearinghouse. UBSCT scores can be kept on transcripts so long as there are student who have taken the UBSCT
- Some exit codes or high school completion status codes will be changing
- Unknown code—Students that are coded as unknown or who disappear.
- Questionable counts? Are there any codes that seem to be under- or over-reported?
- Refer to Handout 1. Example RT
- Are there any situations that are not currently covered or that need to be removed? For example, suspensions
- Changes in Clearinghouse documentation include:
- GR Basic High School Diploma
- G3 High School Diploma – IEP team has determined that the student’s participation in statewide assessment is through the UAA
- GM Basic High School Diploma – did not meet requirements of GR, G1, G2
Conversion of the various exit codes to Do at the warehouse level.
How exit codes and completion statuses, including dropouts, are processed and rates are calculated for federal and state reporting.
Other Exit Code Items
- 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 submission by the LEA from which the student exited for some reason.
- The AE and GE codes will be retained for documentation purposes but the USOE Warehouse will continue to treat them as dropouts. GG and GC will replace the dropout status implied by AE and GE if a GG or GC is submitted in an ES record for a student who has received a GED or Utah Adult High School Diploma.
- The board rules say 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.
- If you report 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 to a dropout in the USOE Warehouse.
- There will be at least two graduation rates calculated: State and Federal. “CT” will count as a dropout in Federal, but may not in State calculations.
- “S” suspended EXIT code in S1 record - can be handled in I2 record, especially for Special Education students – If a suspended student does not return the Exit code should become Do, dropout.
Adult Education Exit Code Items – Toni Myers, John Brandt
Through USOE IT Adult Education provides a file/report that contains those students who earned either an Adult Education Secondary Diploma or a GED outside of the K-12 system. These data for out-of-school youth but still of school age who have successfully completed the GED or an adult education diploma are made available to all LEA IT individuals who are Clearinghouse liaisons/contacts. Those individuals should be passing this file on to the person responsible for changing student exit codes in the data included in the Clearinghouse. Files containing GED and adult education secondary diploma information were and will be posted to the Clearinghouse MoveIT folder – Adult Education as follows for the 2009-10 school year and SUBSEQUENT SCHOOL YEARS:
- July 16th - A file containing all diplomas and GEDs completed July 1, 2009 through July 15, 2010.
- Sample Adult Education Graduates File
- September 15th- A repost of the July 16th file plus a September 15th file containing diplomas and GEDs received after July 16th
- October 1st - A repost of the July 16th and September 15th plus a new file containing all additional adult education diplomas and GEDs completed through September 15th and September 30th.
Beginning July 2011, this report/file will be more intuitive and will contain SSIDs, last school attended, and last district attended for as many K-12 students that USOE can match, so it will be more of an LEA file/report rather than a statewide one. This modified file will be the one that is made available to the LEA from a new Clearinghouse MoveIT folder named “Adult ED”. This additional data may aid a LEA looking at the complete list (as Excel) of all such diplomas and GEDs statewide to determine which students may belong to their LEA.
USOE Adult Education is changing the labels on their web site demographic screen to be “Legal first name,” “Legal last name,” “Legal middle name.” The Adult Education system does not make birth certificates mandatory because many of our students are refugees and do not have birth certificates.
YIC reporting (S3 records) for end of year and how it was handled for Oct - Travis Cook
- YIC Accreditation and Rules
- S3 records will be added to the clearinghouse for the collection of YIC enrollment data (received YIC services within a YIC residential facility; self-contained YIC classroom, or while attending class in a mainstream setting (ISI-1 or ISI-2) in a regular high school), but only for students 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 attending 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 AC record 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 (full academic year) 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) to make sure it is less than 180 days plus10 (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? 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 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.
- Contact travis [dot] cook [at] schools [dot] utah [dot] gov (Travis Cook), (801) 538-7711 for more information. 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.
UtahFutures.org - Stephen Rogers, USHE; Dave Olsen, USHE
- Data collection and file transfer preferences and timelines for UtahFutures.org
- Future inclusion of eTranscripts in UtahFutures
- How UtahFutures may more fully integrate the SEOP features of Utah’s student information systems
- The National Student Clearinghouse’s Student Tracker product and how IT personnel may gain access for their school/district
- Salt Lake Tribune Article
Class size audit - Emily Tew
- Warehouse rules for determining what students are in a class: Add the AC record field/elements Term and Cycle type to the existing Teacher Id and Period so all four all can be concatenated to form a unique “class identifier/indicator” regardless of the mix of courses being taught within a year. The new fields have been implemented accurately; the problem for some districts is their use of section instead of period. Period refers to a grouping of students by time (1st period, 2nd period, etc.); section refers to a grouping of students within a class and is more appropriate to be used at the local level (Reading Group A, for example).
- The other issue that came up was misuse of core codes. Please refer to Handout 1.
- The best person to contact for more information about this process: emily [dot] tew [at] schools [dot] utah [dot] gov (Emily Tew), (801) 538-7947.
Comments and Follow-ups
- Contact Emily for more information about USOE calculated class size.
- The USOE may try working through LEA data stewards to do some onsite audits like school finance currently does for enrollment data that determines funding.
School Grade Spans - Emily Tew
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.
SERF Changes 2010-2011 - Robert Nicholson
- SERF Change Schedule for 2010-2011
- Timing of SERF releases and change notifications
- New/changed table/element definitions
- Request process, releases, acknowledged/signed-off
Dual Immersion and New Course Code – Travis Rawlings
The requirements for teachers working in a Dual Immersion program have been changed. These changes go into effect during the 2011-2012 school. This information is to clarify USOE’s expectations regarding data reporting for schools and students participating in a USOE-approved Dual Immersion program as these new requirements are phased in. These guidelines are only appropriate for USOE-approved Dual Immersion programs and are not applicable to other situations.
CACTUS Data Reporting
2010-2011 School Year
The primary English teacher should be entered in CACTUS with the grade-appropriate assignment (i.e. Grade 2).
The primary foreign language teacher may be entered in one of two ways:
- If the teacher has an Elementary (1-8 or K-6) license area of concentration, or is earning one through ARL, he may be entered in CACTUS with the grade-appropriate assignment.
- If the teacher does not have an Elementary license area of concentration and is working through ARL to meet the new requirements for Dual Immersion foreign language teachers, he may be entered in CACTUS as a School-Level Specialist for the 2010-2011 school year only.
2011-2012 School Year
The primary English teacher should be entered in CACTUS with the grade-appropriate, dual-immersion assignment (i.e. Grade 2 – Dual Immersion – French).
The primary foreign language teacher should be entered in CACTUS with the grade-appropriate, dual-immersion language teacher assignment (i.e. Grade 2 – Dual Immersion – French – Language Teacher).
Clearinghouse (Student) Data Reporting
2010-2011 School Year
Students should be reported under the grade-appropriate core code (i.e. Grade 2). Both of the “paired” classes should be reported as separate classes, but both classes should be reported with the primary English language teacher as the teacher of record (column TEACHER 1 under Course Master). The primary foreign language teacher should be entered as the second teacher for each of these classes (column TEACHER 2 ID under Course Master)
2011-2012 School Year
Students should be reported under the grade-appropriate, dual-immersion core code (i.e. Grade 2 – Dual Immersion - French). The “paired” classes of students should be reported as separate classes, but both classes should be reported with the primary English language teacher as the teacher of record (column TEACHER 1 under Course Master). The primary foreign language teacher should be entered as the second teacher for each of these classes (column TEACHER 2 ID under Course Master).
If you have questions regarding these guidelines or the new requirements for Dual Immersion teachers, please contact gregg [dot] roberts [at] schools [dot] utah [dot] gov (Gregg Roberts), (801) 538-7743, travis [dot] rawlings [at] schools [dot] utah [dot] gov (Travis Rawlings), (801) 538-7601.
Demonstration of using the USOE Warehouse’s Web Service for Dynamic Access of a Student’s CRT history for Reporting within an SIS - Paula Huber, Jared Browne, Jerry Winkler