DISTRICT DATA COORDINATOR TRAINING Assessments Program Service - - PowerPoint PPT Presentation

DISTRICT DATA COORDINATOR TRAINING

Assessments Program Service Deep Dive

February 12th, 2020 Big Ridge Rd, Monroe 2 – Orleans County BOCES

Wi-Fi Access: Username: pdc72018 Password: 05081

AGENDA

• 3-8 Assessments CBT & PBT
• Level 1 - Instructional Reports
• Program Service Data
• DDC #4, End of Year Prep

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3-8 ASSESSMENTS PBT & CBT

P r e - p r i n t i n g , P r o c e s s i n g , E t c .

3 District Data Coordinators Training #3 - Assessments & PS data

STUDENT DATA FOR 3-8 ANSWER SHEET PRINTING

2ND Pull (student data) for Preprinting

• Done for ELA & Math ONLY.
• Student data is pulled from Level 0
• That data is then compared to the student data we had already pulled

and printed answer sheets with.

• Any students in the 2nd pull that had not already been printed will be
• printed. (there are no rosters or labels printed during 2nd Pull printing).

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FOLLOW STUDENT DATA DEADLINES

Keep Your Student Data Up-To-Date - Before, During and After Testing Why Important The more accurate your student data (including OODP Students) is in the data warehouse…

• OODP (Out of District Placed): student answer sheets are provided to the

correct location. CBT-Student Loaded to the correct OODP school in Nextera Admin.

• (PBT) More accurate answer sheet printing. Less students having to use a

preprinted blank answer sheet. Less follow-up needed on “no masters” during processing.

• (CBT) less work that will be needed in Nextera Admin when student data is
• loaded. (adding, removing/moving students to correct locations.. Etc.) AND

Students assessment results are reported to the correct district/school.

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STUDENT DATA FOR 3-8 ASSESSMENTS

Difference Between PBT & CBT Assessment Processing PBT

• After answer sheets are scanned/verified, the student assessment data is

loaded into a database where the data is checked for potential errors.

• Errors that are checked:

 “No Masters” (students that have a bubbled answer sheet but no enrollment data in the DW or show they were not enrolled at time of test in the DW)  What we call “conflicts” such as a student took the test but are also bubbled as … absent, medically excused, administrative error or refused.  Missing Scores on the Constructed Response Questions (CRs)

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STUDENT DATA FOR 3-8 ASSESSMENTS

Difference Between PBT & CBT Assessment Processing CBT

• There are NO “edit checks” done.
• Each district & school MUST review their own data in Nextera Admin BEFORE

Questar closes Nextera out for that assessment.

• Some critical data are…

 Students hand entered into Nextera Admin - make sure that student is accurately entered into the data warehouse (Level 0 and pushed-up for L2 loads).  Any student with an RNT (reason not tested) of absent, that took the test during make- ups! Remove the Absent-RNT. If you do not, that “absent” WILL OVER-WRITE that student’s assessment results. (NOTE: ANY RNT on a students record in Nextera Admin WILL OVERWRITE the student’s responses if not removed before Questar closes that assessment out.)  (HELP TIP) There are some reports in Nextera Admin and some down-loads that may help in reviewing your students before and after testing within Nextera Admin.

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STUDENT DATA FOR 3-8 ASSESSMENTS

Know your TNT reports (Tests/Not Tested Reports)

• Review the TNT part of the last DDC Training session we had (session 2) where we

went over this report. Also review the hand-outs on how to run the TNT reports both

• n Level 1 and Level 2 that were also distributed during that training.

PBT:

• I will send out notification when assessment data should start to appear in the TNT
• reports. These reports should be carefully reviewed for any missing assessments.

(including missing Admin Errors & Medically Excused). Any discrepancies should be reported to Mari-Ellen Maloney. CBT:

• NYSED will let us know when CBT assessment data will be loaded to the TNT reports

for school’s review. Any issues or discrepancy would need to be reported to Mari- Ellen Maloney and NYSED. (Most would need to be corrected during summer clean- up, if they can be corrected)

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STUDENT DATA FOR 3-8 ASSESSMENTS

Know Your Student Data Deadlines for PBT and CBT… PBT:

• 2019-2020 NYS ASSESSMENT (TENTITIVE) TIMELINE

(See last weeks Weekly Digest – February 7th attachment) CBT:

• CBT OPERATAIONAL AND STANDALONE FIELD TESTS(SAFT) DATES TO

WATCH (posted in every Weekly Digest)

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LEVEL 1 INSTRUCTIONAL SUPPORTS

H o w t o u s e r e p o r t s t o i n f o r m i n s t r u c t i o n

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Lorena Stabins, Staff Developer Ryan Maier, Instructional Technology Specialist Monroe/Orleans Accountability, Assessment and Reporting Services (M.A.A.R.S.) 3625 Buffalo Rd Rochester, NY 14624 lstabins@bocesmaars.org rmaier@monroe2boces.org

LEVEL 1 REPORTS OVERVIEW

• A variety of reports that can tell how a group of students performed or

how a specific student scored

• Unlike reports found in ASAP, many Lvl 1 reports show how students

performed on content standards with gap analysis

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COMPARE ASAP TO LEVEL 1 REPORTS

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NAVIGATION TO INDIVIDUAL STUDENT REPORT

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USE “QUESTIONS INDIVIDUALLY” FILTER TO SEE QUESTION NUMBERS

USING LEVEL 1 REPORTS IN THE CLASSROOM

• Since Level 1 Reports can show a student’s strengths and weaknesses in

regards to standards, a teacher can use the report to guide instructional intervention

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USING LEVEL 1 REPORTS IN THE CLASSROOM

• Since Level 1 Reports can show a student’s strengths and weaknesses in

regards to standards, a teacher can use the report to guide instructional intervention

District Data Coordinators Training #3 - Assessments & PS data 16

The student scored perfectly in this section!

USING LEVEL 1 REPORTS IN THE CLASSROOM

• Since Level 1 Reports can show a student’s strengths and weaknesses in regards to

standards, a teacher can use the report to guide instructional intervention

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USING LEVEL 1 REPORTS IN THE CLASSROOM

• Since Level 1 Reports can show a student’s strengths and weaknesses in regards to

standards, a teacher can use the report to guide instructional intervention

District Data Coordinators Training #3 - Assessments & PS data 18

Weakness area

Most of the other students got these 2 correct. What happened with

• ur student here?

USING LEVEL 1 REPORTS IN THE CLASSROOM

• Since Level 1 Reports can show a student’s strengths and weaknesses in regards to

standards, a teacher can use the report to guide instructional intervention

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Now we know a standard area to target to help this student!

GET INSIGHT INTO STUDENT’S THINKING

• For a student who just took a Regents test, a teacher or counsellor can sit

down with a student and go over the questions that he/she missed while it is fresh in their memory

• Reports that show a student’s answer choice may give a teacher insight

into the student’s thinking

• “Why did he choose that answer?”

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REPORT: ITEM RESPONSES PER STUDENT

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ITEM RESPONSES PER STUDENT

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Remember the problem standards from the last report?

ITEM RESPONSES PER STUDENT

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Use the test to see the questions and answer choices.

NOW LOOK AT THE EXAM!

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Student’s answer Correct answer

LEVEL 0

V e r i f i c a t i o n a n d I n f o r m a t i o n

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REPORTS IN LEVEL 0

• Reports menu > Program Fact > Category Breakdown

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PROGRAM SERVICE DATA

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PROGRAM SERVICE HANDOUTS

• Collection of individual documents bringing together various pieces
• SIRS manual
• Program specific websites
• Dataview & L2RPT reports
• Other reporting requirements

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PROGRAM SERVICE HANDOUTS

• General Layout
• SIRS Chapter 4: Data Elements
• Chapter 2: Student Reporting Rules
• Chapter 5: Codes and Description
• Appendix VI: Terms and Acronyms
• Reporting Requirements
• Supporting Links
• Reports
• Other

District Data Coordinators Training #3 - Assessments & PS data 29

ENGLISH LANGUAGE LEARNERS

• 0231

English Language Learner/Multilingual Learner Eligibility

English Language Learner/Multilingual Proficiency Programs

• 5709

English as a New Language

• 5676

Transitional Bilingual Education (TBE) Program

• 5687

One Way or Two Way Dual Language Program

• 8239

ELL/MLL Eligible but not in an ELL/MLL Program Exit Codes:

• 3011

Exit using NYSESLAT score of Commanding

• 3022

Exit using NYSESLAT score of Expanding and 3-8 ELA level of 3+ OR ELA CC score

• f 65+
• 3045

Exit based on review of identification determination (oops factor)

• 0242

Eligible to take the NYSESLAT for grades 3-8 ELA Accountability

• 1232

Students with Inconsistent/Interrupted Formal Education (SIFE)

• 8312

Received Seal of Biliteracy

District Data Coordinators Training #3 - Assessments & PS data 30

PS Data Handout Master Page: 31

CTE

• CTE Students: CTE students are those enrolled in any NYSED-approved

CTE program.

• Who Must Report CTE Students: Beginning in 2019-20, only CTE data for

NYSED-approved CTE programs should be reported to the NYSED SIRS. CTE data should be reported by the program provider – the agency that

• perates the NYSED-approved CTE program. Include assessments
• Includes the Program Intensity
• Only “Participant” or “Concentrator”
• Do Not report until student has reached the “Participator” level
• The provider also directly reports the CTE assessment

District Data Coordinators Training #3 - Assessments & PS data 31

PS Data Handout Master Page: 7

ESEA TITLE I - PART A

• Title I funds used in Title I schools for targeted programs (e.g. AIS)
• 0286

Title I - Part A: Improving Basic Programs Title I Services in Targeted Assistance Programs

• Students who receive services paid for with Title I funds need the 0286

program service record with Type.

District Data Coordinators Training #3 - Assessments & PS data 32

0803 Reading/Language Arts 0814 Mathematics 0825 Science 0836 Social Sciences 0847 Vocational/Career 0858 Other Instructional Services 0869 Health, Dental and Eye Care 0880 Supporting Guidance/Advocacy 0891 Other Support Services

TYPE

PS Data Handout Master Page: 47

ESEA TITLE I - PART A

• Title I funds can be used for a school-wide program if at least 40% of

enrolled students are economically disadvantaged.

• 0411

Title I – Part A: Improving Basic Educational Services for School-wide Program

• All students in the school would have this program service

District Data Coordinators Training #3 - Assessments & PS data 33

PS Data Handout Master Page: 47

ESEA TITLE I - PART D

Delinquent

• Funds given to NYS agencies, facilities and LEAs to provide services for

students placed in correctional institutions or other facilities serving “delinquent children.”

• 0187

Title I - Part D: Prevention and Intervention Programs for Children and Youth who are Delinquent Neglected

• Funds given to NYS agencies, facilities and LEAs to provide services for

students placed in facilities for the neglected (e.g. group homes, residential, etc.)

• 8327

Title I – Part D: Prevention and Intervention Programs for Children and Youth who are Neglected

District Data Coordinators Training #3 - Assessments & PS data 34

PS Data Handout Master Page: 47

ESEA TRANSFER OPTIONS

Persistently Dangerous School

• based on School Violence Index:

http://www.p12.nysed.gov/sss/ssae/schoolsafety/vadir/pdcriteria201819.html

• 5883Applied for Transfer Option – Persistently Dangerous School
• 7033Transfer Option Offered – Persistently Dangerous School

School Identified in Need of Improvement (CSI) District may provide enrolled students in these schools with the option to transfer to another public school within the district that is in Good Standing or TSI.

• 5872Applied for Transfer Option
• 7022Transfer Option Offered

District Data Coordinators Training #3 - Assessments & PS data 35

PS Data Handout Master Page: 47

IMMIGRANT VS. MIGRANT

0330 Title I - Part C: Education of Migratory Children

… is one whose family (changes school districts) … seeking seasonal or temporary work in the agricultural, dairy, or fishery industry (http://www.nysed.gov/essa/parents/migrant-education)

8282 Immigrant Children and Youth Status

• were not born in any State; and
• have not been attending one or more schools in any one or more States for more

than 3 full academic years. The months need not be consecutive.

• Not Migrant

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PS Data Handout Master Page: 57

PS RELATED TO SPECIAL EDUCATION

NYSAA

• 0220

Eligible for Alternate Assessment

Safety Net

• 5775

Eligible for safety net in All Subjects under Section 504

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5786 Preschool Student with a Disability 0352 Autism 0363 Emotional Disturbance 0385 Learning Disability 0396 Intellectual Disability 0407 Deafness 0418 Hearing Impairment 0429 Speech or Language Impairment 0440 Visual Impairment (includes Blindness) 0451 Orthopedic Impairment 0462 Other Health Impairment 0473 Multiple Disabilities 0484 Deaf-Blindness 0495 Traumatic Brain Injury

Type of Disability

• Students who have been classified by district CSE or CPSE

Exit Codes:

901 Student is declassified or parents revoke consent for Sp. Ed. services 912 Student disability type changes

PS Data Handout Master Page: 23

CEIS WITH IDEA FUNDS

• Gen. Ed. student who is receiving Coordinated Early Intervention Services

(CEIS) using IDEA funds.

• Districts may use up to 15% of IDEA funds to provide early intervention

services to general education students.

• Need to find out from Sp. Ed. Dept. if IDEA funds are being using to

support services for general education students.

• 5753

Early Intervening Services supported with IDEA funds

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PS Data Handout Master Page: 23

SAFETY NET

0264 Section 504 Plan

• determines which cohort members are included in the general-education (Safety

Net eligible) group

• allowed to use Regents competency test credit to meet graduation requirements
• Leads to 5775

Safety Net

• 5775 Eligible for safety net in All Subjects under Section 504
• Indicates Section 504 students whose 504 plan specifically allows eligibility for the

graduation assessment safety net options available to Section 504 students

• HS Only

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PS Data Handout Master Page: 23

CDOS CREDENTIAL ELIGIBLE COURSEWORK

• Purpose is to report students who earn both Diploma and Credential
• Only give this program service record to students who are working

towards a CDOS credential. Do NOT give this to all students taking CTE courses.

• This program service is available to both special education & general

education students.

• Sp. Ed. – Frontline source
• Gen. Ed. – SMS source
• 8271

CDOS Credential Eligible Coursework Exit Codes:

• 700

Received a CDOS Credential

• 701

Left Program without receiving CDOS

District Data Coordinators Training #3 - Assessments & PS data 40

PS Data Handout Master Page: 7

POVERTY FREE & REDUCED PRICE LUNCH

• Other
• 0198

Poverty - from low-income family

• 5817

Free Lunch Program

• 5806

Reduced-Price Lunch Program

• 8300

Child in Foster Care

• CEP
• Building vs district

District Data Coordinators Training #3 - Assessments & PS data 41

PS Data Handout Master Page: 91

HOMELESS & FOSTER CARE

• 8262

Homeless Student Status

• 0892

Title I – Part A: Homeless Student Served with Set-Aside Funds

• 8272

Homeless Unaccompanied Youth Status

• 8300

Child in Foster Care

• These students would also be eligible for Free lunch (5817) and Poverty

(0198) records

District Data Coordinators Training #3 - Assessments & PS data 42

PS Data Handout Master Page: 47, 69

PREKINDERGARTEN & UNIVERSAL PREKINDERGARTEN

Be sure to review your district’s UPK grant so you know how to report the data

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1309 District-operated 1320 Day care center 1331 Head Start 1342 Family or Group Day Care 1353 Nursery School 1364 BOCES 1375 Special Ed 4410 Preschool 1386 Nonpublic School 1397 Museum 1408 Library 1419 Other

• 902 Universal PreK Program
• 990 PreK Program

PS Data Handout Master Page: 81

PARENT ON ACTIVE DUTY

• Only given to students with a parent or guardian who is a member of the

Armed Forces and on Active Duty

• How do we know if a student has a parent on Active Duty?
• Question when new student registers
• Canvas district through survey
• Provide parents information on district website or at beginning of school year
• Suggestions?
• 8292

Students with a Parent on Active Duty in the Armed Forces Exit Code:

• 4000

Parent no longer in Armed Forces on Active Duty

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PS Data Handout Master Page: 69

SUMMER SCHOOL URBAN-SUBURBAN

Summer School Participation

• 22 PS codes from 11 Programs and 2 Reasons
• Should be reported in fall after collection opens

2618 Voluntary inter-district urban-suburban transfer program

• A Monroe County student that is attending a district that are not a

resident of

• District must participate in the Urban-Suburban program
• Student must be participating in program as well
• Student is educational responsibility of attending district

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PS Data Handout Master Page: 69

HIGHER EDUCATION

• P-Tech
• 6-year program
• Ends with an Associates Degree
• Primarily NYC
• Smart Scholars
• No MONROE that we are aware of

District Data Coordinators Training #3 - Assessments & PS data 46

PS Data Handout Master Page: 69

WRAP UP

47 District Data Coordinators Training #3 - Assessments & PS data

DDC TRAINING #4 END OF YEAR PREP

W e d n e s d a y , M a y 6 t h, 2 0 2 0

48 District Data Coordinators Training #3 - Assessments & PS data

• Bridget Harris

x9010 bharris@bocesmaars.org

• Daron Lowell

x9064 dlowell@bocesmaars.org

• Laurie Hazard

x9051 lhazard@bocesmaars.org

• Mari-Ellen Maloney

x9025 mmaloney@bocesmaars.org

• Brenda Fagan

x9060 bfagan@bocesmaars.org

• Lorena Stabins

x9068 lstabins@bocesmaars.org

• Ryan Maier

x9063 rmaier@monroe2boces.org

• Kerri Baxendell

x9077 kbaxende@bocesmaars.org

• Cindi Clarke

x9052 caclarke@bocesmaars.org

MAARS CONTACTS (ALL PHONE # START WITH 585-349-####)