Transcript PIMS Pennsylvania Information Management System

[email protected]
Name and Position
LEA
What SIS do you use?
Experience w/PIMS
Concerns/Frustrations
What do you hope to gain from this class?
Introduction to PIMS
Central Intermediate Unit #10
• Increased knowledge
• Reduced concerns/frustrations
• Increased confidence when working with PIMS data
• Increased understanding of
• the collection process
• the importance of data collected in PIMS
• templates and field requirements
o Formatting
o Key fields vs. updateable fields
• validating and correcting data
• available resources
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Central Intermediate Unit #10
Data collection is not going away.
We need to plan, manage, and navigate.
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Central Intermediate Unit #10
Not specific to any particular collection or student information system.
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Central Intermediate Unit #10
The Pennsylvania Information Management System
(PIMS) is a collaborative effort of the Pennsylvania
Department of Education (PDE) and the Local
Education Agencies (LEAs) across the
Commonwealth. PIMS is a statewide, longitudinal
data system that will efficiently and accurately
manage, analyze, disaggregate, and use
individual student data for each student served
by Pennsylvania’s Pre-K through Grade 12 public
education system.
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Central Intermediate Unit #10
The Pennsylvania Department of Education's
statewide longitudinal data system is improving
data capabilities by enhancing school districts'
capacities to meet student-level data reporting
requirements and provide robust decision support
tools. PIMS is based on open internet standards
that enable sharing among diverse, otherwise
incompatible systems and includes safeguards for
data quality and security.
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• Meet PDE and Federal reporting regulations
• Improve education decision-making through the use of
high quality data
• Improve student achievement through more efficient
and effective use of data
• Provide longitudinal tracking of education progress
over time and across LEAs
• Report timely and accurate education data through
standardized and ad hoc reporting capabilities
• Provide multi-year longitudinal data to help teachers
and administrators address individual student needs
• Empower teachers with state-of-the-art data analysis
tools to improve individual student achievement
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PIMS Collection Calendar 2007-08
4 “Collections” – 15 Templates
Data Collection Period
Reporting Window
Snapshot Date
October 2007
10/15/07 – 11/9/07
10/1/07
December 2007
11/26/07 – 12/14/07
11/26/07
March 2008
TBD
TBD
August 2008
TBD
TBD
“Special” Graduation
Rate Data Request for
2006-07 “Cohort”
10/15/17 – 1/31/08
N/A
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• 20+ “Collections” + 9 “voluntary” PVAAS
• 30 “Templates”
• From 4x per year “project” to a year-round,
constantly evolving full-time job
• Multiple Collections Open at a Time
• Every Collection has a Different Purpose
• 2013-14 Collection Calendar
• PIMS Manual Vol. 1 & 2 (2007-08 Vol. 1, 160
pgs.; Vol. 2, 94 pgs.) – 254 pages
• 2013-14 PIMS Manual – Vol. 1 364 pgs.; Vol. 2
179 pgs. – 543 pages
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An education LDS is a data system that:
• collects and maintains detailed, high-quality,
student- and staff- level data;
• links these data across entities and over time,
providing a complete academic and
performance history for each student; and
• makes these data accessible through reporting
and analysis tools.
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• Unique identifier for every student (anonymous)
• School enrollment history, demographic
characteristics, and program participation record of
every student
• Entry/Withdrawal, transfers, drop out, graduate
information
• A way to identify teachers and to match teachers to
their students
• Course enrollment information
• Ability to share data from preschool through
postsecondary education data systems
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http://nces.ed.gov/programs/slds/state.asp?sta
teabbr=PA
http://www2.ed.gov/about/inits/ed/edfacts/in
dex.html
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Benefits
Consistency Across Districts/States
Provides a Uniform Platform for Reporting
Validations & Business Rules Lead to Cleaner Data
Challenges
System Coordination
Keeping up with Changing Requirements
Resources (Time and Staff)
Training
Data Quality & Validation
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• School Districts
• Intermediate Units
• Career and Technology Centers
• Charter Schools (including Cyber Charter)
• Private Residential Rehabilitation
Institutions (PRRI)
• Approved Private Schools (APS)
• State Juvenile Correctional Institutes
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• Student Data
• Students to be Reported in PIMS (Vol. 1 – pg. 13)
• Student Template (Vol. 1 – pg. 260)
• Student Snapshot Template (Vol. 1 – pg. 292)
• Follow Collection Specific Rules for Which
Students to Include
• Follow Definition Specifications and Business
Rules Guidance
• Are the fields R, CR, or O?
• Are the fields a K, U, M, N/A, etc.?
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What information is reported in the Student Template?
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Student ID - PA Secure ID #
Location Code
Grade Level
Homeroom
Birthdate
Gender
Address
Guardian Relationship
Ethnicity Code
Free/Reduced Participation
Free/Reduced Eligibility
Special Ed. Information
Disability Type
ELL Information
Repeating Last Year
Gifted
Expected Graduation Year
Diploma Type
Economically Disadvantaged Status
ADA Status
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Grade 9 Entry Date
District Entry Date
School Entry Date
State Entry Date
Date First Enrolled in US School
Student is a Single Parent
Home Language Code
Years in US Schools
District Code of Residence
Location Code of Residence
Funding District Code
Graduation Status Code
Expected Post Graduate Activity
Displaced Homemaker
Assessment Participation Code
• Staff Data
• Staff to be Reported in PIMS (Vol. 1 – pg. 17)
• Staff Template (Vol. 1 – pg. 215)
• Staff Snapshot Template (Vol. 1 – pg. 231)
• Staff Assignment Template (Vol. 1 – pg. 248)
• Staff Development Template (Vol. 1 – pg. 256)
• Follow Collection Specific Rules
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October Staff Collection rules may be different from
January Course/HQT Collection rules for Staff
• Follow Collection Specific Rules for Which Staff to
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Include
Follow Definition Specifications and Business Rules
Guidance
Are the fields R, CR, or O?
Are the fields a K, U, M, N/A, etc.?
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What information is reported in the Staff Templates?
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Staff ID - PPID #
Professional Staff Only
Location Code
Job Description Code
Full Time/Part Time Status
Gender
Race/Ethnicity Code
Address
Current Service Date (Hire Date)
Exit Date
Years Experience
Birthdate
Active/Inactive Indicator
Years Experience in District
Job Classification (PE, TPE, etc.)
Annual Salary
Termination Code (Reason for exit)
Contract Information
Name
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Highest Degree Earned
Email Address
Employment Eligibility Verification
Code
Authorized to Carry a Weapon
Assignment Code
Assignment Date
Completion Date
Percent Time Assigned
Staff Development Info if School
Security Officer
• Course Data
• Courses to be Reported in PIMS (Vol. 1 – pg. 19)
• Course Template (Vol. 1 – pg. 56)
• Course Instructor Template (Vol. 1 – pg. 63)
• Staff/Student/Course Template (Vol. 1 – pg. 68)
• Core Courses Only Required (change from prior years)
• Course Codes (Vol. 2 – Appendix A)
• NCES Course Classification System
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http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007341
PDE Portal>>PIMS>>PIMS Documents>>Course HQT Mapping
6.13.13
• Follow Collection Specific Rules for Courses to Include
• Follow Definition Specifications and Business Rules
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Guidance
Is the field R, CR, or O?
Is the field a K, U, M, N/A, etc.?
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What information is reported in the Course Templates?
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Course Name
Honors Indicator
Course Length (Quarter, Semester)
Local Course Code
Course Delivery Method
PA State Course Code
Required Course?
College Credit Indicator
AP Indicator
CTE Indicator
Gifted Indicator
IB Indicator
Primary Instructor ID
Section Code
Primary Language of Instruction
Student ID
Student District Code
Course District Code
Course Location Code
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Relationship Start Date
Instructional Responsibility Weight
Instructional Relationship Weight
* New 2013-14 - Establishing a
linkage for each student and
teacher course enrollment.
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School Calendar Information/Instructional Minutes
Attendance/Child Accounting
Enrollment (Enrolls/Withdraws)
Grad/Dropout Info
Economically Disadvantaged
Special Education Data
Immigrant Data
ELL Data
Truancy
Safe Schools Infractions
Discipline – Suspensions/Expulsions
Special Programs
Title Information
Special Education
Career and Tech. Ed. (CTE)
Interscholastic Athletic Opportunities (Title IX)
Technology Information (PATI)
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• Cohort Graduation Rate and Dropout Rate
• Pre-code Labels for PSSA, Keystone Exams, CDT Uploads
• Accountability Reporting – PSSA, Keystone Exams, CDT Uploads,
PVAAS Uploads
• English Language Learners – ACCESS for ELLs (Title III)
• Title I Reporting
• Safe Schools Statistical Reporting
• Special Education Reporting – IDEA Funding
• Career and Technical Education (CTE) Subsidies
• October 1 Enrollment Data Reporting
• Child Accounting Subsidies
• Federal Highly Qualified Teacher Status
• School Performance Profile
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October 1 Enrollment Collection
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Used for planning and policy development (State & Federal)
“Official” Enrollment for School Year
Low Income Determination
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Official Free/Reduced Lunch Count
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Official Poverty Count - Field 88 (Poverty Code) in Student Template –
Determined by LEA
Field 33 (Ec. Status) – Participation in F/R Lunch Program
Field 131 (Food Prog. Elig.) – Eligible for F/R Lunch Program
Title I (2013-14 PIMS – no eGrants)
Teacher Loan Forgiveness Program (30.1% Poverty Level)
Limited English Proficiency (LEP) (2013-14 PIMS – no LEP System)
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Title III Funds
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Child Accounting (Including what other LEAs report for you)
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State Subsidies
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Basic Education Funding
Special Education Funding (different from 12/1 Child Count for Feds)
Tuition for Orphans Subsidy (1305/1306/Homeless)
Secondary Career & Technical Education Subsidy (Approved Reimbursable
Programs – CTE Collection)
Membership Data Used to Calculate District Tuition Rate
Weighted Average Daily Membership (WADM)
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Used in calculation of aid ratios for State subsidies
Average Daily Attendance (ADA)
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No Child Left Behind (NCLB)
Adequate Yearly Progress (AYP)
School Report Card
School Performance Profile
Federal ADA Report
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Educator Effectiveness (Student/Teacher/Course Linkage)
• Roster Verification
• Teacher Evaluations – 15% based on student growth
School Performance Profile
• Public Perception (Student Growth, Courses of Rigor, Grad/Dropout
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Rates, Attendance, Promotion Rate, Post Grad. Activity)
Data is Published
Transparency
Educator Dashboard & Early Warning System (Proposed)
• Use PIMS Data to Identify Students At Risk of Dropping Out
• Curricular, Instructional, and Program Decisions
• Use a Catalog of Effective Differentiated Instruction & Interventions
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State and Federal Reporting Requirements
PDE Stakeholders:
Funding
State Performance
Plan Indicators
PDE Initiatives:
Educator
Effectiveness:
Roster Verification
PDE Initiatives:
School
Performance
Profile
PIMS
Upload and Validation
District Data
Systems
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Student Information System (SIS)
Human Resources System
Special Education Software
Data Tracked Manually or in Side Spreadsheets
• Location Fact Templates
• District Fact Templates
• Who enters the data?
• Who checks the data?
• Who is responsible for the data?
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Food
Servces
Transportation
Staff
benefits
Student
Information
Library
School
Messenger
Teacher
Information
Community
Communication
Financial
Special
Education
Health
Food
Service –
Ec. Dis.
Special
Programs
Spec.
Ed.
Title I
Teacher of Record,
Instructional Resp./Rel.
Courses
SIS
ELL/
Title III
Leaves,
Vacancies, Subs
OOD
Placements
Homebound
Attendance
Safe
Schools
HR
(Staff)
Truancy
Discipline, Suspensions, Expulsions,
LLE Involvement
Title IX
Interscholastic
Athletic
Opportunities
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http://www.portal.state.pa.us/portal/server.pt/comm
unity/pimspennsylvania_information_management_system/8959
http://www.ciu10.org/Page/1135
Calendar may change throughout the year – check
PDE’s web site on the PIMS page for updates.
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Each collection may have:
•Collection Window – Time period in which the data has
to be submitted
•Snapshot Date – A date uniquely identifying the data:
True Snapshots vs. Identity Snapshots
•Correction Window – When uploaded data can be
corrected
•ACS Due Date – Accuracy certification
Date
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Central Intermediate Unit #10
Statement Due
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Pre-Code for winter Keystones and Classroom Diagnostic Testing
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Voluntary PVAAS enrollment (new 13-14)
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District and School Enrollment
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Staff
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PATI
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PSSA Pre-Code/ACCESS for ELLs Pre-Code and updates for Winter Keystone and CDT
uploads
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Special Education
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Course/Highly Qualified Teacher
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Pre-Code for Spring Keystone Exams and additional CDT Student uploads
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English Language Learners… ACCESS for ELL
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Child Accounting – SD & IU Preliminary Juveniles incarcerated in Adult Facilities
Accountability Reporting: PSSA Student Upload
Safe Schools
Graduates, Drop outs and Cohort
Accountability Reporting: Spring Keystone exams and CDT Student uploads
Pre-Code Student upload for summer Keystone exams
English Language Learners – End of Year (Count and /SES Provider)
Child Accounting – End of Year
Special Education Updates
Career and Technical education
Interscholastic Athletic Opportunities
LEP Professional Activities Survey
SES/School Choice
Title 1 Staff and Student Participation Data
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The shoes are great…but watch out for those falling houses.
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• 1 or more templates with predefined data fields
• Must follow business rules
• Must follow a submission sequence
• Data must be formatted according to PIMS Manual
• Some data fields must be blank
• Student Template contains 202 data fields – how
many students do you have?
• 1000 students x 202 data fields = 202,000
potential points of error in just one template
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• Course
• Course Instructor
• CTE Student Fact
• CTE Student Industry Credential
• District Fact
• District Snapshot
• Incident
• Incident Offender
• Incident Offender Disciplinary Action
• Incident Offender Infraction
• Incident Offender Parent Involvement
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(cont’d.)
• Incident Victim
• Location Fact
• PATI LEA Tech Survey
• PATI School Tech Survey
• Person
• Program Fact
• School Calendar
• School Enrollment
• Special Education Snapshot
• Staff
• Staff Assignment
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(cont’d.)
• Staff Development
• Staff Snapshot Template
• Student
• Student Calendar Fact
• Staff Student Course Template (new 13-14)
• Student Snapshot
• Survey Participant Response Template
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Central Intermediate Unit #10
• Fields have specific business rules, specific formats, value lists
• Fields in your data systems map to the PIMS fields
• Data validation and error correction should occur on entry to your
data system prior to upload
• ALWAYS correct the source vs. correcting the template!!
• Many different departments in your district are responsible for
entering data into your district data systems that flow into PIMS
• Human Resources
• Central/Building registration
• Child accounting
• Special Education
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• Multiple collections may be “Open” at the same time.
• The collection windows are short and fixed in length
• If key field data is submitted incorrectly the data cannot
be updated.
• Corrections take time and must go through PDE
• Validate and correct data all the time – checks and
balances – do not wait for a submission
• The PIMS requirements change every year
• Templates change, new collections
added, different
collection windows, new fields and code values -- your PIMS
Administrators and data staff are continually learning
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Central Intermediate Unit #10
• The Superintendent must sign off on EVERY ACS!
• Every Collection has its own ACS
• How do you know each ACS is right?
• Who knows how to verify each section of the ACS?
• What checks and balances do you have in place to ensure
the ACS is accurate?
• Year to Year comparisons
• Internal ACS
• Team Approach to Verification
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• PIMS Manual – Vols. 1 & 2
• PIMS Collection Calendar
• PIMS Web Site
• PIMS Documents
• EdNA
• PDE Webinars – www.pdewebinars.org
• Collection Experts at PDE (contact info
handout)
• SIS Vendor ****
• Intermediate Unit
• Data Quality Curriculum (PDE & IUs)
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“Domains,
and Templates,
and Snapshots…..
Oh, my!”
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Central Intermediate Unit #10
• New Data Flow Process – Up Front Edit Checks
• Additional Validation Layer Between File Manager & Batch
Manager Verifications in PIMS Upload Process
• Compound Data Quality Checks
• Validations on a single row or within a single template
• Advanced Data Quality Checks
• Validations across templates, query the data warehouse, or
query groupings in a single template. Validate across systems
and across years.
• All templates for a collection must be “batched” together
• Data Exception Requests
• Always Correct the Source System
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Central Intermediate Unit #10
• Domains – How information is organized/categorized in PIMS.
• Templates – The “vehicle” used to “transport” data into a PIMS
domain. Templates possess a standard layout and ensure a
consistent pattern of data rules are followed.
• Snapshots – A subset of template data at a “point in time.”
(“true” snapshots vs. snapshots)
• Collections – A set of templates submitted to PIMS throughout
the school year, according to a pre-determined data collection
calendar.
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Central Intermediate Unit #10
• File Manager - Uploads data to the PIMS system and performs
basic validation
• Batch Manager - Loads data that has passed validation rules
into the PIMS warehouse
• Data Quality Engine (new this year) - Front end data validation
against business rules that the data has to pass before it can be
loaded in to PIMS
• Cognos – The PDE reporting system used to create data reports,
data extracts and create the accuracy certification statements
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Central Intermediate Unit #10
• PIMS Manual Vol. 1 – pg. 28-31 (Handout)
• Follow Definition Specifications and Business Rules
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Guidance
Are the fields R, CR, or O?
Are the fields a K, U, M, N/A, etc.?
File Dependencies
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Student or Staff Template – Cumulative
Student Snapshot or Staff Snapshot
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If a student/staff is in the Student or Staff Snapshot Template,
he/she must also be in the Student or Staff Template BUT a
student/staff can be in the Student or Staff Template without
being included in the Student or Staff Snapshot Template
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Naming convention is specified in the PIMS Manual at the beginning of the
description about each template.
Proper Format: District Code_TargetTable_YYYYMMDDHHMM.xxx
District Code = 9-digit Administrative Unit Number (AUN) Ex: 110000000
Target Table = Name specified with template from PIMS Manual Ex: Student
Time Stamp = Date and time (ensures uniqueness of file – no template can
be uploaded to PIMS if a template with the same name has been uploaded
prior)
xxx = File Extension, indicates type of data separator Ex: csv, tab, del
csv = comma separated
tab = tab separated
del = other delimiter
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• DQE Simulation – Located on PDE Site
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Be Proactive!
Listen to the PDE training for each collection if offered.
Review the PIMS Manual guidelines for each collection.
Review the PIMS Collection Calendar.
You should be able to answer the following questions.
o Who should be included? (Which students or staff?)
o What is the purpose of this collection? Remember that every
collection is for a different purpose even if it uses the same
template as another collection.
o What are the key fields for this collection?
o When is the collection window?
o What district events or calendar events may conflict with this
window?
o Is there a correction window? If so, when?
o Where is the data stored? Is it current?
o Is there a Snapshot date required or is this a cumulative
collection?
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o If it’s a Snapshot, is it a “true snapshot” or is a “time stamp” to
identify the collection?
o How do I extract the data from my SIS or other system?
o Who enters the data? Is it complete and up to date?
o Who owns (is responsible for) the data?
o Who will verify the data and correct, if necessary?
o When is the Accuracy Certification Statement (ACS) due?
• Look at your data before you upload. Take team approach to
resolution of discrepancies.
• PIMS HelpDesk – 1-800-661-2423.
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• Significant Issues with Data Quality in Previous Years
• PDE Tasked IUs to Provide Assistance to LEAs for:
• Timely and Accurate Data Collection
• Implementing and Sustaining Data Governance and Data
Best Practices
• Facilitate Monthly Data Quality Network Meetings
• Assist LEAs With Data Quality Engine (DQE) Use (Goes
“LIVE” October 1) – Front End Data Validations
• Conduct Training for PDE’s “Data Quality Curriculum
Program” (Tentative Roll Out Spring/Summer 2014)
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• Tracks:
• Entry Level PIMS Administrators
• PIMS Administrators
• LEA Administrators
• Data Entry
• Specialty Modules:
• Data Quality Engine
• PA Secure ID
• School Performance Profile
• Teacher-Student Data Linkage/Educator Effectiveness
• Special Education
• Child Accounting
• Career and Technology Education
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• Goals:
• Reduce data-related errors in federal and state reporting
• Reduce data-related errors and inaccurate reporting that can
lead to reductions in funding
• Increase the quality of the data that will be used for evaluation
purposes, such as the School Performance Profiles
• Increase understanding of critical issues such as FERPA, data
relationships and best practices
• Create an effective and enterprise-wide culture of data quality
• Improve the quality, timeliness and understanding of the data
used for educational reporting, decision-making and
school/student improvement
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Quality Data Culture Concept M ap (expanded)
T imelines s
Utility
S ec urity
P olic ies and
Regulations
S tandards
and
Guidelines
Factors
Affecting a
Q uality Data
Culture
Components
of a Q uality
Data Culture
T raining and
P rofes s ional
Development
Hardware
T ec hnology
S oftware
Network
A c c urac y
Data
S teward
Quality
Data
Culture
T imelines and
Calendars
More Effec tive
Dec is ion-Making
S uperintendent
B oard
Member
Data Entry
E nvironment
Roles in a
Q uality
Data
Culture
P rinc ipal
T ec hnology
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T eac her
Offic e
S taff
Importance
of a Q uality
Data
Culture
A c hieving
A YP
P rogram
Funding
Other
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“Data matters now in a way it has never mattered before in PA.”
~~ Dr. Michele Sellitto, Special Assistant to the Secretary of Education, PDE
A/CAPA Conference – SPP Presentation, March 2014
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“Quality is never an accident; it is always
the result of high intention, sincere
effort, intelligent direction and skillful
execution; it represents the wise choice
of many alternatives.”
~~William A. Foster
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