Thank you Anne, and Good _____________ everyone and thank you for - - PDF document

• Thank you Anne, and Good _____________ everyone and thank you for joining us today.
• Today we will discuss the LEP components collected in the October Student Data Set,

the Title III professional Development Activities Survey data set, and the nonpublic student count data set, all of which are part of PIMS Collection 1.

• I would also like to mention that our PIMS staff here at PDE will be releasing very soon a

recorded webinar that will cover Collection 1 – the October Student Data Set which will provide updates to you concerning what’s new for the 2016‐2017 school year. So you want to keep an eye out for that recorded webinar.

• I also want to share with you at this time that in connection with the LEP components

collected, which is our focus today, we do NOT have any changes to the data elements collected in PIMS for this school year. So today we will share with you important specifics about each of the data sets I just mentioned, but for SY2016‐17, nothing has changed in reporting.

• And again for those of you who have just joined the webinar session, the powerpoint

presentation was emailed to participants prior to today’s webinar. If you did not receive the powerpoint slides they will be archived on the ESL Portal (www.eslportalpa.info) within a day or two, along with the webinar recording. 1

As we get started today, I want to share with all of you the 2016‐2017 LEP Data Collection calendar for this year. Again, these are collections specific to LEP data. Today we will be talking about the first 3 data sets indicated on this calendar, those related to PIMS Collection 1. As you can see on this slide, we provide the Collection and/or data set; important dates in connection with each collection; the purpose for each collection, and the impact for not completing these data sets. 2

And here is the remaining calendar for this school year 3

And this slide provides the dates and times of the LEP data training webinars offered during the 2016‐17 SY in connection with each of those LEP data collections listed on the previous

• slides. You can register for all of these webinars at this time by going to

www.eslportalpa.info . All of these LEP Data Collection Training Webinars are recorded and archived, along with PowerPoint materials and posted on the eslportalpa.info web site shortly after the date of the live webinar trainings. 4

Our goal for today is that by the end of this training, you will be able to explain the connection between the LEP data elements collected and why these elements are collected; upload the required PIMS templates and associated data fields for PIMS Collection 1 (and again our focus for today being on the LEP data elements collected in the October Student Data Set), the Title III Professional Development Activities data set, and the Nonpublic student count data set; and also understand the importance of reporting accurate data to PIMS Collection 1. 5

PIMS Collection 1 is a student snapshot with a dedicated collection window. This means that LEAs will upload the required templates to PIMS. This slide provides the required data sets that you will be required to submit for LEP data during PIMS Collection 1. 6

LEP data is collected in 3 different data sets during PIMS Collection 1. The first data set we will cover is the October Student Data Set. As you know, there are many data elements that are collected within PIMS Collection 1, but, as a reminder for today, our focus for this webinar session is on the LEP data elements that are required to be reported. 7

Okay…at this time we want to talk about some specific specifications related to the October Student Data Set as it relates to LEP students. 8

So why do we collect LEP Data: As you know all data elements collected in PIMS must be collected as a result of a very specific mandate or purpose. So we have provided here for you the mandates that we are fulfilling by collecting these data elements in the October Student Data Set. So specifically, we are mandated to collect counts for LEP student who are enrolled; counts for Title III served students who are enrolled; A count for students who meet the Title III definition of immigrant children and youth who are enrolled; and a count of nonpublic students served by Title III who are ELL or immigrant and are being served by Title III. So we then use that collected data for several purposes: It becomes our official State Counts for LEP numbers for state and federal reporting. We then use these same numbers to report to USDE, who in turn uses these counts for decision making and data analysis. We also use these counts to make the Title III LEP and Immigrant allocations for next school year. So these are all the specific uses and mandates for the October Student data set. 9

Here are important dates to keep in mind concerning PIMS Collection 1. PIMS Collection 1 window is open from October 3 to October 18 for the 16‐17 school year. Once that collection window closes, there will be a time for follow‐up, review and editing, however, from October 20 to November 1, you cannot submit data. We do encourage you to run reports, verify your data, and have your data ready with any edits that are needed when the correction window opens on November 2. Also during this time, you should be running your ACS to verify that your data is accurate. The ACS is due November 15, but if you wait until November 15 to run your ACS and then realize that you have some data that is incorrect and corrections need to be made, you will only have until noon on November 15 to correct your student data set. However, if you run your ACS early, you will still have time to make your edits to the student data set and submit a signed accurate ACS by noon

• n November 15.

The follow‐up, review and editing window is also a good time to ensure that you reported and identified all of your Els correctly in PIMS for this school year. Possibly your LEA did not have all of your Els identified correctly during the collection window…this is the time to make those corrections and edits so that you can correct your data during the correction window when it opens in November for this data set. Having your EL students correctly identified in the October Student Data Set will ensure all of your Els as of October 3 will receive a precode label for the November PIMS ACCESS and Alternate ACCESS Precode Internal Snapshot. This is the time for the PIMS Coordinators to reach out to your ELL Coordinator at your LEA to ensure that all EL students are identified correctly as of October 3. 10

The Templates required to submit LEP data for PIMS Collection 1 are listed on this slide. Again, PIMS Collection 1 is a student snapshot with a dedicated collection window. So LEAs must upload a Student Snapshot Template, along with your student template, school enrollment template, programs fact template and district fact template for LEP. 11

For the October Student data set, here are the LEAs that are required to submit… school districts, intermediate units, career and technical centers, charter schools, approved private schools, private residential rehabilitation institutions, and state juvenile correctional institutions. 12

As you are preparing your templates for submission, there are some key data elements that you want to pay special attention to that we will talk in more detail about on the next few slides, and we also provided some other important data elements that you need to consider as well. It is important that you ensure that all of these data elements listed are accurate in your student information systems. All of these fields are used for federal and state reporting and data analysis. 13

• So lets take a look first of all at the key number one important LEP Data element for

this Collection and that is the LEP/ELL Status Field which is collected in Field 41 of the student/student snapshot templates. This is a required field in PIMS…so you will be submitting a value for all of your students. We have also provided here the value values for Field 41.

• 01 Current ELL. So an 01 is used to report the student as a current ELL and that

would include any student in your LEA who has been identified as a result of administration of the W‐APT and consideration of multiple criteria as in need of English Language Development Instruction. So those students then become your 01s…your current ELLs. So for the October Student Data set you would include any identified ELL student educated by the LEA for one or more classes on the first business day in October (Business day representing a Monday through Friday and could be the 1st, 2nd or 3rd day in October). This valid value could also include identified ELL students taught by the LEA’s teachers at an offsite location on the first business day in October. If your teacher is providing any class for a student on the first business day in October, the student must be in your October student data set.

• 03 Former ELL, exited, and in first year of monitoring. An 03 is used for a former

ELL…a student who has been exited from your program and who is now going to be in their first year of monitoring. So again, any student who has met the exit criteria based on their performance in 2015‐16 would now have their status reported as an 03 and the LEA will be monitoring their progress closely during this school year.

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• 04 Former ELL, exited, and in second year of monitoring. An 04 are

those students who are in their second year of monitoring…so these students exited your English Language Development program in the 2014‐ 15 school year, began 1st year of monitoring in October of the 15‐16 school year, and for SY 16‐17 continue their second year of monitoring.

• 05 Former ELL, exited and no longer monitored. An 05 are those

students who met the exit criteria, so they were removed from current ELL status, have been monitored for one year, been monitored for two years, and now are no longer monitored.

98 – (01) Current ELL, ESL or Bilingual Instruction provided by another LEA - A 98 are those students whose status is an 01…a current ELL, but their ESL or Bilingual Instruction is provided by another LEA. Please note that for every ELL student who is reported in Field 41 as a valid value of 98, there must be another LEA who is reporting that same student in Field 41 as a valid value of 01.

• 99 Never ELL. And finally, a 99 is any student who, based on the Home

Language Survey and multiple criteria, was not eligible for English language development instruction. So a student with a valid value of 99 have never been an English learner.

• It is important that PIMS Coordinators are talking to and working with

the ELL Coordinators within the district to ensure the ELL status of your students are coded correctly.

• And a reminder, if a student’s status changes from an 01 (current ELL) to

an 03 status, you want to make sure that in the Programs Fact Template that these program codes have an end date.

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A final point related to LEP/ELL status in Field 41 and that is this status needs to be determined for each student by September 30 and reported in the October Student Data set…and whatever that status is that is the status that stays with that student until next

• June. Once a student is reported in the October data set as an 01 (current ELL) they don’t

have the opportunity to exit the program or to move from an 03 to an 04 anytime mid year. LEP status is determined for the October Student Data set and remains static until the following June when the LEA re‐evaluates the student’s status for the new school year. Remember that the correction window for this collection is scheduled from November 3‐

• 13. For student’s whose LEP status was not determined by the last day of the collection

window and/or whose status in field 41 was possibly incorrectly reported during the collection window (so from October 3 – October 18), LEAs do have the opportunity to use the correction window (November 3‐November 13) to update/correct the LEP status of your ELLs. So you do have a little cushion to ensure that all of your LEP students who were at your LEA on October 3 are included in PIMS Collection 1. However, once the October 1 collection closes, the status of your ELL students should not change, nor can they exit the ELL program, until the following June. 15

• Another related field we want to discuss is the ESL or Bilingual

Program Code for the core program and this is reported in the Programs Fact Template in Field 5. The purpose of these program codes is to report the instructional delivery model being used for the core ESL instruction that that student is receiving. So this is the Code that describes the instructional delivery model that is used by the ELS or Bilingual teacher on a daily basis to provide direct language instruction development to the student.

• So if a student is an EL, an 01 in Field 41, then the student must

participate in an ESL or Bilingual Program…and if they are in an ESL or Bilingual program…they must be receiving some kind of language instruction…and that must come through a research‐based delivery

• model. That’s what you have listed here in Codes 039‐046, these are

research based instructional delivery models that LEAs should be implementing for their language development programs.

• So keep in mind that a student should have only 1 of these program

codes selected from the range of 039‐046 and you want to be sure that you are choosing whichever code that best describes the

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language development instruction that student receives.

• On the right side of this slide you can see how this program fact code

must interact with the valid value in Field 41. So remember that there is a DQE edit on Field 41 that requires that if you are submitting an 01 in Field 41 that you have to have one of these program codes in the Programs Fact Template. So that is the case here. You can’t report

• ne without the other.

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• The second LEP data element that’s expremely important in PIMS

Collection 1 is the LEP/ELL eligibility field and that is collected in Field

• 95. So this data elemtn captures whether ELL students are Title 3

served or whether they are NOT Title 3 served.

• So, if your LEA is a Title III served entity either as a single subgrantee
• r as a consortium member, then your LEA must report all your

current ELLs as Title III served by putting the valid value of YES in Field 95. If your LEA does not receive Title III funding, or does not get a Title III allocation, then your Title III eligibility is reported as NO for each of your students in field 95 of the student template.

• Keep in mind, if you are coding a student as Title III served, that is a

YES in Field 95, the student must also be an 01 in Field 41. So Title III funding only applies to current ELLs.

• So again on the right side of the slide, there you can see the close

connection for those two data elements. They must coexist together in order to be accurate and again there is a DQE edit on this data check combination of data elements…which we wanted to make you

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aware of.

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• Another important data element we want to discuss briefly in relation to the LEP/ELL Eligibility field is

the ESL or Bilingual Program (Title III Supplemental LEP). So this is a program code that is collected in the Programs Fact Template in Field 5.

• So these program Codes (047‐054) are used only if the LEA receives Title III funding and the LEA uses

those monies to provide some kind of supplemental instruction, that is some kind of language development instruction that is in addition to and separate from the daily required explicit language development instruction that is part of the core educational program. Many LEAs that receive Title 3 funds use it for many purposes other than providing additional instruction. So many LEAs will not have a program code to report using valid values 047‐054. So again, this field is only used in those scenarios where your LEA provides an after school program or a summer school program or some kind of supplemental instruction using those Title 3 funds. So if your LEA is a Title III school, you might want to check with your Federal Programs and/or ESL Coordinator how your Title III funding is used and if funding has been set aside for Title III supplemental instruction. 18

Again, a final note about the LEP/ELL Eligibility Field 95...if a school district, charter school and/or a Career and Technical Center accepts Title III funds as a single subgrantee or a member of a consortium, all of your ELLs (those students who are reported with a valid value of 01 in Field 41) must also be reported in Field 95 with a valid value of YES. 19

Non‐Title III Served ELL

Here we provide a slide to visually show you the interrelationship of some of these data elements we were just talking to you about. So this is an illustration of the data elements that would be required for a student who is NOT Title III served. So this is a student who is being educated at an LEA who does not receive any Title III

• funding. In this case, in Field 41, the student would be indicated as an 01, a current ELL,

and so since the student is an ELL, you will also need to include a Program Delivery Model Code in Field 5 of the Program Fact Template. Again, if the student is an ELL, we must provide what type of instruction the student is receiving. So in this scenerio, we said that this student does not accept Title III funds, so in Field 95, you would need to indicate No for this student. 20

Title III Served ELL On the other hand, here is an illustration of the interrelationship of these data elements for a student who is Title 3 served. So in this case, this ELL attends an LEA that does receive Title 3 funding as part of a single subgrantee or within a consortium of members. In Either case, this student would be indicated in Field 41 as an 01, current ELL, and since the student is an 01, we would need to go to the Programs Fact Template in Field 5 and indicate what this student’s language development instruction looks like, what program delivery model is used for this

• student. Next, since the LEA does receive some Title 3 funding in Field

95, we need to indicate YES, this student is Title 3 served. And again, if the LEA does provide some after school or supplemental instruction, then the LEA would need to choose a program delivery model in Field 5 using valid values (047‐054). If the LEA does not offer any supplementary instruction then the LEA will NOT enter a program delivery model in Field 5 using valid values (047‐054). So again the yellow box on this screen, that is Field 5 in the Programs Fact Template, for valid values 047‐054 might not be used for a student depending on

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how this LEA uses their Title 3 funding.

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• Okay, lets move on and take a closer look at another important data

element collected in the October Student Data set and that is the Title III immigrant status, which is collected in Field 125 by reporting the Years in US Schools.

• This is a PIMS conditionally required field and LEAs are asked to input

an integer value (1, 2 or 3) that indicates the years that a student meets the Title III immigrant definition. The Title III immigrant definition is provided here on this slide for you…a student who is age 3‐21; who was not born in any US state, or in Puerto Rico; and who has not been attending one or more schools in the United States for more than 3 years.

• So, any and all students who meet this criteria can be reported with

an integer value in Field 125. To determine whether to report a 1, 2

• r 3 as the valid value, you need to determine how many months

that student has been in US schools…so you will need to determine the intitial entry date into US schools for that student and then count the number of months since then. So, if the number of months is between 0‐12…you would report a 1; if the number of months is between 13‐24…you would report a 2; and if the number of months is between 25‐36…you would report a 3 in Field 125. So keep in mind that in the case of reentry into US schools, the calculation is a

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cumulative count. And we ask that you use the best information available to you to make that cumulative count.

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And a final note about determining years in US schools and reporting in Field 125, and again similar to how the LEP/ELL Status is determined and reported, Years in US Schools should be calculated and determined in September and reported in the October Student Data Set. Years in US schools should not change between October and June 30. It should stay static until the new school year.

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So as you prepare for this colllection, there are some steps we recomment that you take when reporting your LEP students. 24

We suggest that you look at your students and determine the LEP status for all of your students, that you determine how many of your students meet the definition of immigrant, that you determine the Title III status of your students; and finally that you determine the count of nonpublic LEP and Immigrant students served by Title III. 25

The next few slides provide guidance on reporting specific sets of students, this slide representing your Pre‐kindergarten LEP students and how to report these students during PIMS Collection 1. This guidance provided is the same guidance you receive from PDE for all pre‐kindergarten children enrolled as of PIMS Collection 1 so I’m not going to spend time going over the details on the slide. Today our focus is how to report your LEP students during the October Student data set, but again in connection with specific sets of students, the guidance is the same you receive for all students. So when you are looking at your LEP Pre‐Kindergarten students, hopefully referencing this slide will be helpful to you. However, if you have a specific situation or scenerio that you aren’t sure about concerning a pre‐kindergarten student, please send your questions to the DDQ Data Collection Team at ra‐ddqdatacollection@pa.gov. These specific questions can be best answered by the DDQ collection team rather than by our Program Area. 26

This slide talks about LEP students who might be in a Cyber Program and how to report these students during PIMS Collection 1. Again, this guidance provided is the same guidance you receive from PDE for all cyber program children enrolled as of PIMS Collection 1 and hopefully will be helpful to you when you are looking at LEP students who might be attending a Cyber Program and how you would report this specific set of students. Again, if you have specific situation or scenerio that you aren’t sure about concerning a cyber program student, please send your questions to the DDQ Data Collection Team. 27

Here we provide guidance on LEP students who might be in an Alternative Education for Disruptive Youth Program and how to report these students during PIMS Collection 1 and again, this guidance provided is the same guidance you receive from PDE for all Alternative Education for Disruptive Youth program students enrolled as of PIMS Collection 1. And again we are providing this to you as a reference tool when you are looking at your LEP students who might be attending an Alternative Education for Disruptive Youth Program and how you would report this specific set of students. And again, the experts to contact if you have a specific situation or scenerio that you aren’t sure about concerning an Alternative education for Disruptive Youth Program student is the DDQ Data Collection Team. 28

Lastly, we provide guidance here for LEP students who might be at other alternative placements which are not Alternative Education for Disruptive Youth Programs. Again, if you have specific situation or scenerio that you aren’t sure about concerning students in alternative placements, please send your questions to the DDQ Data Collection Team at ra‐ddqdatacollection@pa.gov. 29

The next step LEAs want to do to prepare for this submission is to review cognos reports and so there are a number of LEP related Cognos reports that are available for you to use for data validation and are listed for you on this slide. Also included on this slide is the path for you to access these reports. 30

31 This slide provides you with the path for the ACS for the October Student Data Set during PIMS Collection 1. And again, the ACS is due November 15. .

32 Again, we will be following the same process of submitting the Accuracy Certification Statement as we did last year. This slide provides you with the electronic submission process. All of this information can be found on the first page of your ACS. NOTE: If this procedure is not followed, the ACS will be returned back to you to correct and return back to PDE. Questions concerning submission of the ACS should be directed to the DDQ Data Collection Team at ra‐ddqdatacollection@pa.gov.

And lastly, here is a prototype of the first page of the ACS showing you where you can find the data needed to electronically submit your Accuracy Certification Statement to PDE. Okay…this is all I have at this time in relation to the October Student Data set so we will now move on to the next LEP data set required to be submitted during PIMS Collection 1. 33

This being the Title III Nonpublic Student Count. 34

On the next few slides, we will talk about the specific specifications related to the Title III Nonpublic Student Count data set. 35

As we mentioned earlier in this presentation, all data elements collected in PIMS must be collected as a result of a specific mandate or purpose. So we have provided here for you the mandate that we are fullfilling by collecting nonpublic students who are LEP or Immigrant and being served by Title III. So Title 9, Part E, requires school districts, comprehensive career and technical centers, and charter schools to provide equitable services to private school students and teachers. So, school districts, charter schools, and comprehensive career and technical centers are required to consult in a timely and meaningful way with private school officials on a number of issues related to the Title III, Part A program, including: how their students’ needs will be identified, the equitable services that the LEA will provide to meet those needs, the amount of funding available to provide services, and how the services will be assessed. After this collection closes, we use this information to determine Title III allocations for nonpublic LEP and Immigrant students. 36

The Title III nonpublic student count data set has the same collection window (October 3 – October 18), correction window (November 2‐November 15), and Accuracy Certification Statement due date (November 15) as the October Student Data Set. So if you are a school district, charter school or a Comprehensive career and technical center, when you run the October student data set ACS, you will want to ensure that your nonpublic student counts are reported accurately. 37

For this data set, the district fact template for LEP is the required template and it will be completed where Category 3 is nonpub. So in order to create and submit this District Fact Template for LEP where category 3 is nonpub, you will want to access PIMS Manual Volume 1 and 2. So in PIMS User Manual Volume 1, under District Domain, you will find the District Fact Template for LEP, the instructions, and the template specifications. You will then need to reference PIMS User Manual Volume 2 in Appendix AF, where category 3 is NONPUB and using that information to create your District Fact Template for LEP. Since there are only 3 categories of data required to be submitted in the District Fact Template for LEP where category 3 is nonpub, PDE did not create a reporting tool that LEAs can use to submit there data in. LEAs must create and submit using the District Fact Template for LEP specifications. 38

All SDs, Comprehensive CTCs, and CSs are required to report Tile III nonpublic student counts using the Title III Nonpublic Student Count data set…whether these entity types have a nonpublic student count or not. Please note that whether you are serving nonpublic students are not, you still need to submit a count if you are a school district, a charter school, or a comprehensive career and technical center. So if you are one of these entity types and you are not serving any students, you will report zero as your count. This is required for federal reporting purposes. 39

Okay ….so now we will provide some guidance on how you should prepare for submitting this data set. 40

To create your file, you need to reference Appendix AF in PIMS User Manual Volume 2 and follow the template specifications provided in PIMS User Manual Volume 1 under the District Domain for the District Fact Template for LEP in order for you to create your file. A sample nonpublic student count excel spreadsheet is provided in PIMS User Manual Volume 1 to illustrate for you what your template should include. 41

On the next few slides, we are providing you with screen shots of the various documents we discussed and referenced from the PIMS User Manuals that you will need to create your Title III Nonpublic Student Counts data set. On this slide, we provide you with a screen shot of Appendix AF which provides you with the categories you need to create your file. 42

Here is a screenshot of the district fact template specifications you will use to build your file which is found in PIMS User Manual Volume 1 in the District Domain, District Fact Template for LEP. 43

And this slide representing the rest of the template specifications that you will use to build your file. 44

And finally, here is a (prototype) of a sample submission for the District Fact Template for LEP nonpublic student counts. This sample submission provides you with the columns and categories that should be included in the file you create for this data set. 45

Once you have created your spreadsheet, you will want to review the cognos report shown

• n this slide. The path to access this cognos report is also provided on this slide. We

recommend that you pull this specific report to verify your Title III nonpublic counts. 46

And, finally, nonpublic student counts are included in the October Student data set Accuracy Certification Statement. This slide provides you with the path to the Accuracy Certification Statement and where your nonpublic student counts can be found within the Accuracy Certification Statement. 47

Okay, so we will now move on to our final data set that we want to address with you and that is the Title III Professional Development Activities Survey. This is again another LEP specific data set and is also collected during PIMS Collection 1. 48

We will share with you some specific specifications for this data set starting with the requirement for this collection. 49

So as part of Title III, those entities who are recipients of Title III funding are required to provide high quality professional development to teachers, principals, administrators, and community organizations and that professional development that these entities provide need to address some very specific topics which are provided on the slide here. 50

So the purpose then of this data collection set is to ensure compliance with this required professional development component. It’s how PDE knows and how USDE knows that these Title III entities have implemented some professional development as required and it also helps to track what kinds of professional development activities are being implemented and how many participants are being reached. PDE is required by law to track and report all Title III funded professional development activities LEAs provide so we use this data set to do this. 51

• The collection window for the Title III Professional Development Activities Survey runs

from October 3 – October 18

• Keep in mind you are reporting professional development activities and participant

counts as of the previous school year. So, during PIMS Collection 1, the Title III Professional Development Activities you report will be those activities conducted in SY 2015‐2016.

• Again, the correction window for this collection runs from November 2 – November 15.
• However, for this data set, there is no ACS due. For Auditing or Title III Monitoring

purposes, we will pull the Cognos Report created for this collection as proof of submission. 52

Any SD, CS or Comprehensive CTC who was funded with Title III dollars during SY 2015‐ 2016 must complete the Title III Professional Development Activities Survey Specifically,

• Title III single subgrantees who accepted Title III funds for SY 2015‐2016 must report the

Title III professional development activities survey information for their LEA.

• Consortium members must report professional development survey information for

their LEA.

• Consortium fiscal leads, who are also consortium members, must complete the Title III

professional development survey for their LEA.

• LEAs who did not receive/accept Title III funds for SY 2014‐2015 are N0T required to

complete the Title III Professional Development Survey during the October 1 PIMS collection.

• Consortium fiscal leads do not have to complete the survey.

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Listed here on this slide are the approved, acceptable topics for professional development that can be funded through Title III and that will meet the Title III Professional Development requirement. So training related to instructional strategies for LEP students;

• r understanding the implementation of assessment of LEP students; or using the

standards related to LEP students, and so forth. These are topics and trainings specific to LEP students. 54

In addition to reporting professional development activities, LEAs must also report who participate in the professional developments provided. This data reflects who within your LEA you are reaching. So how many content classroom teachers or LEP classroom teachers attended your professional developments specific to your ELLs…how many principals attended your PDs specific to your ELLs and so forth. These are the numbers we are looking for within this section of the Title III Professional Development Activities survey. 55

So again, here are some steps that you can take to prepare for this data set. 56

So LEAs have two options related to submitting the Title III Professional Development Activities Survey. You can use the reporting tool that PDE has designed specifically for this data set…or you can use the district fact template for LEP to submit this data set. 57

We do recommend that you use Option 1, using the PDE created and provided reporting tool to submit your Title III Professional Development Activities Survey, but again the choice is up to you. 58

If you choose to use the PDE reporting tool, we have provided on this slide the link to access the tool, which is housed on the PIMS home page. Once you are on the PIMS home page, you need to scroll down about half way down the screen under Excel Reporting tools, LEP Survey Documents and click on the 2016‐2017 Title III Professional Development Activities Survey link. We are in the process of testing the tool at PDE and should have the 2016‐2017 tool available prior to the opening of PIMS Collection 1. 59

SURVEY REPORTING TOOL TEMPLATE (TOP PORTION)

• Once you access the tool, this is a prototype of what the tool will look

like.

• Remember that the reporting date is for the previous school year –

2015-2016.

• To get started, you will click on the down arrow key and locate the

name of your LEA. Once your LEA is selected, the AUN number will automatically populate the AUN cell.

• The next section, Activities conducted, lists those professional

development topics approved under Title III.

• LEAs are required to respond to each listed topic with a yes or a no to

indicate whether professional development addressing that topic was delivered to your LEA during the 2015-2016 SY using Title III funds.

• If you answer cell 6.0 (other) with a yes, you must specify the topic

for the Professional Development activity in the yellow box in cell 6.1. Input is limited to 100 characters. 60

SURVEY REPORTING TOOL TEMPLATE (BOTTOM PORTION)

• The next section of the reporting tool, Participant Counts, collects the

numbers of participants from your LEA who attended the professional development activities that were delivered.

• Here LEAs should report the number of teachers—both ESL and

content--principals, administrators, other personnel, and staff/ members of community organizations who participated in those professional development activities.

• Input must be a whole number.
• Once you complete entering your counts, you are ready to submit your

data set. You will create the District Fact Template for LEP , saving it as a CSV file. Once the file is saved as a CSV file, LEAs should rename the PIMS input page with the normal naming conventions prior to uploading to PIMS. 61

The Second Option LEAs have in Submitting the Title III Professional Development Activities Survey is by using the District Fact Template for LEP. 62

The Title III professional activities survey data is reported in the district fact template for LEP where category 3 is profdev. 63

You then create your excel spreadsheet by referencing Appendix AI in PIMS User Manual Volume 2, reference PIMS User Manual Volume 1, District Domain, District Fact Template for LEP using the template specifications provided. We also provided in PIMS User Manual Volume 1 under the District Domain, District Fact Template for LEP, a sample Title III Professional Development Activities spreadsheet which provides you with the columns and categories that should be included in the file you create for this data set. 64

The next 3 slides provide you with a screen shot of Appendix AI which provides you with the categories you need to create your file. 65

And here is a continuation of Appendix AI 66

And here is the final portion of Appendix AI. Again for your information and ready reference. 67

The next two slides are a screen shot of the District Fact Template Specifications. Using the information in Appendix AF, you then need to reference the District Fact Template Specifications to build your file. 68

And here is the rest of the template specifications. 69

We also provide a sample submission of the Title III Professional Development Activities Survey using the District Fact Template for LEP . This sample submission provide LEAs with the columns and categories that should be included in the file you create for this data set. 70

After you created your spreadsheet there is a cognos report available for you to review and verify your data. So again we have provided the path for you here and provided you with the specific report you can pull and use to validate your data set. We recommend that you pull this report and keep it because from our perspective this will serve as your Accuracy Certification Statement. 71

The next few slides provide you with some additional resources that are available to you. 72

Here is the link and directions to access information from the PIMS home page. Here you can find the PIMS User Manuals, the PIMS calendar, a how to Guide in connection with the October Student Data Set, the reporting tool we discussed for nonpublic student counts, the dates for PIMS Q&A sessions, and many other useful resources. 73

This link will provide you access to today’s powerpoint presentation along with the archived webinar session, which should be available within a day or two after today’s session. 74

And here we provide contact information for the PIMS Application Support Team and contact information for the ESL Program Area. I neglected to add the DDQ Data Collection Team contact information so we will provide that in the chat box. Their RA account information is ra‐ddqdatacollection@pa.gov. These are your experts in connection with the October student data set. 75

Okay, at this point I want to thank you for your participation. We have some time at this time for questions. So if you have questions, please type them in the chat box at this time. Unfortunately, due to the large number of participants today, we might not get to all of your questions, so we highly recommend that you reference the contacts information page in this powerpoint presentation and if we don’t get to your question to email those questions to us. You can also attend one of the PIMS Q&A sessions to get answers to questions that you might have concerning PIMS Collection 1. Okay.. we will take a minute

• n our end to organize and then Anne will start with the questions. Thank you.

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