Transcript 2005-2006 Student October Training WELCOME COLORADO’S JOURNEY TO DATA Journey begins! STUDENT OCTOBER Waypoint 6 Student identifier management unit: 1.

2005-2006 Student October
Training
WELCOME
COLORADO’S JOURNEY TO DATA
Journey begins!
STUDENT OCTOBER
Waypoint 6
Student identifier management unit:
1. Search for State Authorized Student Identification (SASID)
2. Ritsread only
3. Optimizer
Steamboat
springs
Fort
Collins
Contact Information:
Simu website: http://www.cde.state.co.us/cdesim
Journey ends:
Fort Morgan
successful
student October
waypoint 1
Data research:
1. Funding Codes
2. Schools vs Programs
3. Students in Facilities or Detention Centers
4. New Data Elements
5. End-Of-Year Collections
Glenwood
springs
Denver
Waypoint 5
Contact Information:
https://ade.cde.state.co.us/#contacts
Assessment:
1. Precoded Labels are generated for ALL state assessments.
2. All students grades 3-11 must take either CSAP/COACT
or CSAPA/CSAPA Online/11 Grade Alternate.
3. Accurate use of the test “Participation” field on Student
October/Precoded Labels is critical
4. No requirement to invalidate blank CSAP/COACT booklets
for CSAPA/CSAPA Online/11th Grade Alternate test takers.
5. COACT state demographic fields (Block T) will use Precoded
Labels data.
Contact Information:
James McIntosh, [email protected]
Ph. 303.866.6979, Fx. 303.866.6680
Waypoint 2
La
junta
Ouray
waypoint 4
Migrant education:
1. Identify & Recruit students in the MEP.
2. Validate Student Directory Data with School Districts.
3. Migrant Data Entered in SEA Database
4. A list of migrant students SASID’s are sent to Districts.
5. District Identify Students as Migrant.
6. Total Number of Migrant Students.
Waypoint 3
English language learners:
1. Identification
2. Programs
Contact Information:
http://www.cde.state.co.us/cde_english/index.htm
Contact Information:
http://www.cde.state.co.us/cde_english/index.htm
Trinidad
AUDITING:
Contact Information:
Dave Devries – 303.866.6880
Tracey Cantrell – 303.866.6805
Steve Beatty – 303.866.6804
Mike Miller – 303.866.6879
Guides
Coding Scenarios
Audit Information
Migrant/ELL
CSAP Labels
RITS
Student End of Year/
SB 91
Tilak Mandal
Dave DeVries
Brenda Meyer
Jim McIntosh
Rosalind Hayes,
Mike Wilcox
Tilak Mandal
Jan Petro
Supplies you will need for a
successful Student October
submission
• School Registrar
• RITS Contact
• English Language
Acquisition
• Special Education
Director
• Facility Center Staff
• Detention Center Staff
• Food Service Director
• Gifted and Talented
Coordinator
• Migrant Education
Director
• Homeless Liaison
• Alternative Education
Director
• Immigrant Education
• Title I Director
• District Assessment
Coordinator
• Directory Contact
• On-line Education
(Cyberschools)
Contact Information
• Morgan Cox, English Language Acquisition,
303-866-6784, [email protected]
• Dave DeVries, Auditing Unit,
303-866-6880, [email protected]
• Rosalind Hayes, Student Identifier Management,
303-866-6803, [email protected]
• Jim McIntosh, Assessment,
303-866-6979, [email protected]
Contact Information
• Tilak Mandal, Data & Research,
303-866-6755, [email protected]
• Brenda Meyer, Migrant Education,
303-866-6744, [email protected]
• Jan Rose Petro, Data & Research,
303-866-6838, [email protected]
• Mike Wilcox, Student Identifier Management,
303-866-6612, [email protected]
Additional Contacts
• Food Service Director – see Education & Library
Directory
www.cde.state.co.us/edulibdir/directory.htm
• District Assessment Coordinator
www.cde.state.co.us/cdeassess/csap/as_dac.asp
• Homeless Liaison
www.cde.state.co.us/cdeprevention/pihomelesscontacts.
htm
COLORADO’S JOURNEY TO DATA
Steamboat
springs
Fort
Collins
Denver
Glenwood
springs
Journey begins
Data research:
-Funding codes
-Schools vs. programs
-Students in facilities
or detention centers
-New data elements
-End-of-year
collection
Ouray
La junta
Trinidad
https://ade.cde.state.co.us
IMPORTANT DATES for the
October 1st, 2005 Student October
and Pre-Coded Labels Collections
Student Opens:
Monday, September 26th
Approval Begins:
Friday, September 30th
Collection Closes:
Thursday, November 10th
Labels Opens:
Wednesday, December 7th
Labels Closes:
Friday, January 6th
CRS:22-54-112(2)
On or before November 10 of each
year, the secretary of the board of
education of each district shall certify
to the state board the pupil enrollment
of the district taken in the preceding
October.
How Are Student October Data Collection Elements Used?
School Finance Unit
Assessment Unit
Student Identifier Management Unit
Governor’s Office
Child Nutrition Unit
Regional Service Teams
Grants Fiscal Management Unit
Educational Telecommunications
Reading Excellence Act
Robert C. Byrd Scholarships
Data and Research
Department of Health
Department of Local Affairs-Demography
Colorado Commission on Higher Education
U.S. Department of Education
Media
Count Day Windows
For districts on a five day week
Count day Friday September 30th
Eleven-day count window
Friday, September 23
through
Friday, October 7, 2005.
Count Day Windows
For districts on a four day week
(From Monday –Thursday)
Count day Thursday September 29th
Eleven-day count window
Wednesday, September 21
through
Monday, October 10, 2005.
Count Day Windows
For districts on a four day week
(From Tuesday –Friday)
Count day Friday September 30th
Eleven-day count window
Thursday, September 22
through
Tuesday, October 11, 2005.
Funding Questions you should be asking
-Is the district receiving monies from another
entity to educate this student?
(Special education excess costs do not count!)
– Is the student receiving 90 hours or more of
education this semester?
– Is the student receiving 360 hours or more
this semester?
Funding Codes
Are you receiving funds from and outside source to educate
your student?
No
Yes
Hours of Instruction
<90
86-Not Eligible
Non-Specific
87-Not Eligible
Tuition
90<Hours of
Instruction<360
82-Part-Time
87-Not Eligible
Tuition
360<Hours of
Instruction
80-Full Time
87-Not Eligible Tuition
Key Point:
If you are receiving outside funds
to pay for costs of educating a
student they must have a funding
code of
87- Not Eligible, Tuition
School
•
•
•
•
Is autonomous
Has Its own administrator
Has a separate budget
Can provide for all of a student’s education
If the entity meets all of the above criterion then it
must report data for all CDE Collections.
If not……..
Program
The student’s home school must account for
all of your students.
Facility Students
• Key Questions:
– Does the facility have an education
program? (How do I know?)
– Is the facility within my district?
– Is the student a resident of my district?
Coding for Facilities with an
Educational Program
Facility is in your
District
Facility is not in your
District
Resident
Of your District
22-Licenced Eligible
Facility
80- Full time
22-Licenced Eligible
Facility 80- Full time
Not a Resident
Of your District
Do Not Report this
student
Coding for Facilities without an
Educational Program
Facility is in your
District
Facility is not in your
District
Resident
Of your District
01-Resident
80- Full time
23-Licenced Facility
Attending Public
School
80- Full time
Not a Resident
Of your District
05 – Non-Resident,
Non Choice
87- Tuition
Detention Students
• Key Questions:
– Does my district have a detention center in its
boundaries?
– Is the student a resident of my district?
Coding for Detention Center
Students
Detention Center is in
your District
Detention Center is
not in your District
Resident
Of your District
08-Resident Non-choice
80- Full time
24-Juvenile Detention
80- Full time
Not a Resident
Of your District
05 – Non-Resident, Non
Choice
87- Tuition
Changes to the 05-06 Collection
• Primary Night time Residence
• At-Risk Funding
• Colorado Pre-School Program
Changes to the Homeless Field
• N/A - 0
• HOMELESS - 1
• KATRINA - 2
Primary Night Time Residence
If a student has a 1 or 2 in the Homeless Field
Then you must indicate their Primary Night time
Residence.
If a student has a 0 in the Homeless Field
Then you must zero fill the Primary Night time
Residence field.
Fields for Primary Night Time
Residence
N/A-00
Shelter – 01
Doubled-Up – 02
Unsheltered – 03
(cars, parks, campgrounds, etc.)
Hotels/Motels – 04
Other – 98
Unknown – 99
At Risk Funding
At Risk funding will now be determined using
data collected from the Student October
Collection
The field will NOT be reactivated
Early Childhood
November 1
Alternate Count Date
* A provision of SB05-032, now available to
all school districts.
* Replaces the waivers through the
Consolidated Child Care Pilots that
provided a December 1 Alternate
Count Date for CPP and Early
Childhood Special Education Students
Use of the Early Childhood Alternate November 1
Count Date is Optional


The November 1 Alternate Count Date Applies to Early
Childhood Students Only (Grade Level Coding of 004)
Districts must use either the October 1 count data,
or their November 1 count data whichever is
higher. So even if a district is planning to use the
alternate count, a district should still plan to include their
CPP and early childhood special education count
information in their October collection.

Whatever date is chosen a district must use
the same count date for all CPP and early
childhood special education students within
the district. NEW!!!
Requirements:



Children must be enrolled and in
attendance on or before November 1.
Children’s attendance must still be
documented five days prior to, and five
school days following November 1.
Children counted on November 1 must
have at least 90 hours of teacher-pupil
instruction or contact in the first semester
(this is different from the waiver), and the
CPP program must be available 360 hours
in the course of the school year.
The Deadline for submitting and
approving the November 1 early
childhood count data is Thursday,
November 10.
Please contact Lori Goodwin Bowers at CDE if you do plan
to use the early childhood alternate count date.
Resources in the Road Map Packet:
•
Information on the early childhood alternate count date
• Table on how to code preschool and kindergarten
children in the October count ADE submission
•
Lori Goodwin Bowers’ contact information
Final Points to Remember When Using
the November 1 Alternate Count:




Children who have left the district prior to
November 1 cannot be counted.
A child cannot be counted on November 1, if they
have already been counted in another district on
October 1.
Children cannot be counted in both CPP and early
childhood special education.
School districts will still be limited in the number
of CPP students they are able to count –students
reported for funding cannot exceed their CPP
allocation.
Looking across the horizon
Federal Race/Ethnicity Breakdowns2008-09
Gifted and Talented Code- Non-Specific will
be removed in 2006-07
Non-Public School Codes- 2006-07
Auditing Unit

Dave Devries, Audit Supervisor
 303 866-6880
Tracey Cantrell
303 866-6805




Steve Beatty
303 866-6804
Mike Miller
303 866-6879


Identification of English Language Learners

When a child is registered for school, a home
language survey must be completed by the
parents. If this survey indicates that a
language other than English is spoken at
home, the district must test the student on
one of the state approved language
proficiency assessments; Woodcock Muñoz,
IPT, or LAS. In the spring of 2006, the state
will adopt a single language proficiency
assessment.
Identification of English Language
Learners…….(Cont.)

Students who have been tested for English
Language Proficiency and are currently not
proficient in English, either Non-English
Proficient (NEP) or Limited – English
Proficient (LEP), MUST be provided with
some type of language services whether
through a Bilingual or an English as a
Second Language (ESL) program.
Identification of English Language
Learners……. (Cont.)

An English Language Learner as defined for Student October
purposes is a student who has a Language Background other
than English (0002) and is currently being served or monitored
by either a Bilingual or an English as a Second Language
(ESL) program. The Colorado Department of Education will
mark the English Language Learner status of each individual by
using the Language Background, Bilingual or ESL fields. Edits
using Language Background, Language Proficiency, ESL and
Bilingual fields are in place to assist districts to provide
accurate English Language related information for each
student.
Language Proficiency



A = A student that speaks a language other than
English and does not comprehend or speak English.
Coded as 1.
B = A student who comprehends or speaks some
English; but whose predominant comprehension or
speech is in a language other than English. Coded
as 2.
C = A student who comprehends and speaks English
and one or more other languages and whose
dominant language is difficult to determine. Coded
as 3.
What State and Federal Funding Programs
are tied to Student October?

Title III – allocations are based on the
number of ELL’s that are submitted on
district’s Student October count.

Title III 15% Set Aside – allocations are
based on the number of immigrants that are
submitted on district’s Student October
count.
Language Instructional Programs

Bilingual Programs – Any use of two languages in school – by
teachers or students or both – for a variety of social and pedagogical
purposes. It refers to approaches in the classroom that use the native
languages of English language learners (ELLs) for instruction
Coding:
0 – no, or not applicable
1 – yes – bilingual program
2 – Redesignated Bilingual Program (Monitored Year 1)
3 – Redesignated Bilingual Program (Monitored Year 2)
4 – Exited Bilingual Program (After 2 years of monitoring
status)
Language Instructional Programs
Cont.

English as a Second Language (ESL) - A program of techniques,
methodology and special curriculum designed to teach ELL students
English language skills, which may include listening, speaking,
reading, writing, study skills, content vocabulary, and cultural
orientation. ESL instruction is usually in English with little use of native
language.
Coding:
0 – No or Not applicable
1 – Yes – ESL Program
2 – Redesignated ESL Program (Monitored Year 1)
3 – Redesignated ESL Program (Monitored Year 2)
4 – Exited ESL Program (After 2 years of Monitored status)
Redesignated Status

Redesignated – Students in a language acquisition program my be
ready to be redesignated into a two-year monitoring period
(Monitored Year 1 and Monitored Year 2) as outlined by Office of
Civil Rights criteria and Title III, Section 3121(a)4
Students can be redesignated when they have achieved a “fluent”
category on a reliable or valid language proficiency assessment or
-has achieved grade and age level academic achievement
standards and proficiencies commensurate to the achievement of
mainstream students at a partially proficient level.
*After one year of monitoring, it is the district’s decision to place the
student back into a language acquisition program or to monitor for a
second year.
Exited Status

After a two year monitoring period, district personnel
must evaluate if a student is ready for formal exit
status. It is the district’s final decision as to whether
or not the student is ready for exit based on the
following criteria.
–
–
The student has achieved a “Fluent” category on a reliable
and valid language proficiency assessment and
Has achieved age and grade level academic achievement
standards and proficiencies commensurate to the
achievement of mainstream students at a partially proficient
level.
Other Important Definitions

ELL Continuously (Enrolled 3 years) – Student has continuously
been in any ELL program since 03/14/02 for grades 3-10 and
04/27/02 for 11th grade. Kindergarten does NOT count towards the
3 years.

Immigrant – The term ‘immigrant children’ means individuals who:
– are ages 3-21; AND
– Were not born in any State; AND
– Have not been attending one or more schools in any one or
more States for more than three full academic years.
– Coding:
 0 = No
 1 = Yes
Other English Language Learner
Questions
Q: Can a student be in both an ESL program and a
Bilingual program?
A: No, pick the best fit. Choose either English as a
Second Language or Bilingual, NOT both.
Q: Can Non-English (NEP) or Limited English Proficient
(LEP) students be in the monitoring period?
A: No. Student must be fluent (FEP) before moving into
the two-year monitoring phase.
Other English Language Learner
Questions (Continued)
Q: Can a student move from monitoring back into one of the language
programs for services?
A: Yes, that is the purpose of monitoring. If the student is not
continuing to progress or is not succeeding with English, student
may be moved back into the program.
Q: Does the monitoring period start over for a student who is moved
back into the program and currently finding success?
A: Yes. The two-year time clock starts over when re-released into the
monitoring phase.
Other English Language Learner
Questions (Continued)
Q: Can an English Language Learner’s parents refuse program services?
Does the district mark this students as English speaking student?
A: Yes. No. Services must be provided to the student even if the parents have
refused program services. A tutor must be brought in, a teacher assigned
to assist student after school or other service arrangement must be made.
Mark the student with the appropriate language background, language
proficiency and the program which is the best fit for the services provided.
Q: Can a student move from a language program to exited in one year?
A: No, it is a three-year process. Once student becomes fluent, two years of
monitoring must be provided. The district is still providing services in the
monitoring stage.
Contact Information

Morgan Cox
303.866.6784
[email protected]
Senior Consultant
Title III
English Language Proficiency Act (ELPA)
Migrant Education
Title I, Part C
Education of Migratory Children
The Migrant Education Program
(MEP)
Ensures that educational opportunities for
migrant children are met by helping them
– succeed in a regular school program
– meet the challenging state academic content
and student academic achievement standards
that all children are expected to meet
– graduate from high school
Migratory Child
Any child, birth through age 21, who meets
the statutory definition of “migratory child,”
may be served by the MEP. However, only
children ages 3 through 21 may be counted
for state funding.
– Title I, Part C, Section 1303(a)(1)(A)
Migrant Eligibility
The State Education Agency (SEA) is
responsible for the proper and timely
identification and recruitment of all eligible
migrant children in the state, including
securing pertinent information to document
the basis of a child's eligibility.
Child Eligibility
1. The child is younger than 22 and has not
graduated from high school or does not hold a
high school equivalency certificate; and
2. The child is a migrant agricultural worker or
has a parent, spouse, or guardian who is a
migrant agricultural worker; and
3. The child has moved within the preceding 36
months in order to obtain, seek (or join) a
parent, spouse, or guardian, doing qualifying
agricultural work; and
Child Eligibility (cont.)
4. Such employment is a principal means of
livelihood; and
5. The child
– Has moved from one school district to
another
– within the State of Colorado
– from another state
Standardization
• Migrant data needs to be consistent with
school districts data in order to ensure
accuracy and validity
– When MEP enrolls students in the program,
we gather information from the birth certificate
– We validate the information at the school level
• First, Middle and Last name
• Date of Birth
• Enrollment Date
Migrant Students In Your District
• Identify and recruit students • District SASID Report
by the regional MEP’s
• MEP enters information in
the SEA’s Database
Regional
MEP
Districts identifies
• A list of migrant students’
sends Migrant
students as
State Assigned Student ID
SASID’s to district
Migrant
offices
numbers (SASID) are sent to
district Superintendents or
District Representatives
• Districts identify migrant
Districts Report
Number of
students on their local
Migrant Students
on the Student
database(s) to be reported
October Report
on Student October Count
Supplemental Services
SEA’s and local operating agencies may use
MEP funds to provide the following types of
services
Instructional Services
•
•
Educational activities for pres-school age
children
Instruction in elementary and secondary
schools such as tutoring before and after
school
Supplemental Services
Support services (educationally related
activities)
• Advocacy for migrant children
• Health
• Nutrition
• Social services for migrant families
• Necessary educational supplies
• Transportation
Migrant FY 03-04
District Data
– ELL
– Migrant
– Immigrant
103,788
7,789
13,689
MEP Data
– Twelve Month Count of Students
– Summer/Intersession Count of Students
19,232
7,855
MEP Regional Directory
State Migrant Director
Bernie Martinez
Colorado Department of Education
English Language Acquisition Unit
Migrant Education Program
201 E. Colfax Avenue
Room 401
Denver, CO 80203
303.866.6870
303.866.6892
[email protected]
Program Assistant
Brenda Meyer
Colorado Department of Education
English Language Acquisition Unit
Migrant Education Program
201 E. Colfax Avenue
Room 401
Denver, CO 80203
303.866.6744
303.866.6892
[email protected]
Senior Consultant
Valencia López
Colorado Department of Education
English Language Acquisition Unit
Migrant Education Program
201 E. Colfax Avenue
Room 401
Denver, CO 80203
303.866.6752
303.866.6892
[email protected]
North Central Region
Mary Ellen Good
MEP Director
Centennial BOCES
2020 Clubhouse Drive, STE. 230
Greeley, CO 80631
Phone: 970.352.7404
Fax: 970.352.7350
[email protected]
Northeast Region
Connie Garcia
MEP Coordinator
South Platte Valley BOCES
821 West Platte Avenue
Fort Morgan, CO 80701
Phone: 970.867.8297
Fax: 970.867.6129
[email protected]
Metro II Region
Mary Ott
MEP Director
6075 Parkway Drive
Unit 201
Commerce City, CO 80022
Phone: 720.322.8103
Fax: 720.322.8150
[email protected]
Northwest Region
Betty Bullock
MEP Director
Lake County Schools
107 Spruce Street
Leadville, CO 80461
Phone: 719.486.6800
Fax: 719.486.2048
[email protected]
Senior Consultant
Tomás Mejía
Colorado Department of Education
English Language Acquisition Unit
Migrant Education Program
201 E. Colfax Avenue
Room 401
Denver, CO 80203
303.866.6592
303.866.6892
[email protected]
Southeast Region
Melvin Valdez
MEP Director
South Central BOCES
323 Purcell BLVD
Pueblo, CO 81007
Phone: 719.647.0023
Fax: 719.647.0136
[email protected]
Metro I Region
Aldo Parra
MEP Coordinador
1829 Denver West Drive
Golden, CO 80401
Phone: 303.982.0375
Fax: 303.982.0466
[email protected]
West Central Region
John Pomaski
MEP Director
MESA 51 School District
Emerson Building
930 Ute Avenue
Grand Junction, CO 81501
Phone: 970.245.4202
Fax: 970.245.1931
[email protected]
Southwest Region
Dr. Reginaldo Garcia
MEP Director
San Luis Valley BOCES
2261 Enterprise Drive
PO Box 1198
Alamosa, CO 81101
Phone: 719.589.5851
Fax: 719.589.5007
[email protected]
Road Map – Migrant Data
• Mapping out the stops
– Identify and Recruit migrant students-MEP regional
programs
– Districts will receive a call from MEP staff to validate
data and gather SASID numbers from Record
Integration Tracking System (RITS) Contact
– Migrant data entered in SEA database
– A list of migrant students SASID numbers sent to
districts for validation
– Districts identify students as migrant local database(s)
– Districts report number of migrant students on
Student October Count
Colorado’s Journey with Migrant
Data
Student October Report
Due: October 31, 2005
Colorado’s Journey with Data
Total
Number of
Migrant
Students
Migrant Data
Entered in SEA
Database
Validate Data with
School Districts
RITS District Contact
Identify and Recruit
students in the MEP
A list of migrant
students SASID’s are
sent to Districts
District SASID
Report
District Identify
Students as Migrant
Candy is at CDE because there was so
much improvement in the disability data
that was reported, we didn’t feel it was
necessary for her to travel with us this
year.
We’ll give you some examples!
We’re good - but we’re not perfect!
You will each receive a table with your
district’s data. Please review these data
carefully.
These tables may contain confidential data,
(cell size less than 16) they are intended for
your use only. Please do not share them
with anyone in your district that does not
have responsibility for reporting student data
by disability.
Collaboration, Cooperation and Coordination
=
Data Consistency
THANKS FOR YOUR HARD
WORK!
Precoded Labels Collection
2005-2006
Unit of Student Assessment
Precoded Labels Window
Wednesday, December 7, 2005 to
Friday, January 6, 2006
Student Labels are generated for ALL
State Assessments through Student
October/Precoded Labels update
collection.
What’s New for Student October/
Precoded Labels 2005-2006?
 USA Mission:
to administer the CSAP/CO ACT/NAEP assessments
to support the data collection of all state assessments
 Labels for CSAP grades 5 and 10 Science will
be added this year (100K additional labels
statewide)
 Use the “CSAP Alternate Assessment
Participant” field (new field last year).
 Further communication with districts as
necessary
A Note about ELL Assessment
 A single state assessment for English
Language Learners in currently in the RFP
process.
 Protocol demands no further discussion until the
RFP is awarded.
 The assessment will be given in the spring.
 There will be field training by the ELA Unit prior
to its administration.
Heads Up!
Districts should prepare to submit
K-12 data for the Precoded Labels
update this year.
Past collections have included grade 3-11
data only.
Critical Information about
Student Assessment
All Students in grades 3-11 must
take either CSAP/CO ACT or
CSAPA/CSAPA Online/11th Grade
Alternate.
All means all - regardless of ELL status.
Change in Practice: “Matching” CSAP
and CSAPA Booklets
 No further mandate for invalidating blank
CSAP/CO ACT booklets for students who
take CSAPA/CSAPA Online/11th Grade
Alternate assessment.
 “Taking CSAPA Assessment” bubble will remain
on the CSAP data grid for 2005-2006.
 Students flagged as participating in CSAPA will
not receive labels for CSAP/CO ACT.
What’s New for Labels 2005-2006:
CO ACT
 Precoded labels data will be used to populate
the “Block T” fields on the CO ACT booklet.
 This really will happen in 2005-2006.
 It is essential to communicate this to CO ACT
respondents and to those who administer the
CO ACT.
 Blanks on Block T fields filled with “most
prevalent” value by ACT.
CTB CSAP
Master School List
(August)
Student October
(November)
Updated Pre-coded
Labels (January)
Enrollment
(December)
CO ACT
Measured Progress
CSAPA
Final Labels File
Other Testing
Companies
STATE TESTING:
CSAP
(Including Lectura & Escritura)
US DOE
CSAPA CO ACT NAEP
and other assessments as legislated
CDE Data
Warehouse
SBD/SOA
SAR
AYP
AMAO
PBDMI
Schools/Parents/Students
Accreditation
Press
Releases
Hot Button Topics for Labels
Language Background and Language
Proficiency
CDE does not Zero Fill
Blank values not allowed on Labels fields
during Student October or Precoded Labels
collection
Exception: District Use B can be left blank
SOA caveat
Perennial Labels Topics
 Dates for Continuously Enrolled Fields
 “As of or before…”
School and District = 3/14/05 (1 year) for Grades 3-10
School and District = 4/27/05 (1 year) for Grade 11
US, CO, and ELL = 3/10/03 (3 years) for Grades 3-10
US, CO, and ELL = 4/23/03 (3 years) for Grade 11
In CO Continuously Flow Chart
For 3rd Grade Students
Yes
3rd
Grade
What is the
student’s
current grade
level?
Was the
student
retained
in grades
1, 2 or 3?
Has the
student been
continuously
enrolled in
any public
Colorado
school since
on or before
3/10/03*?
Yes
No
Student is
coded 1 or
Yes on
Colorado
Continuous
Student is
coded as 0
or No on
Colorado
Continuous
No
*Note: These dates change each year. They
are provided on documentation each year
based on the testing window. For 2005-2006
these dates are:
3/10/03 CSAP Grades 3-10
4/23/03 Co ACT Grade 11 students
Student is
coded as 0
or No on
Colorado
Continuous
Student October Fields Used for
Precoded Labels Collection









Name first, middle, last
Date of Birth
Grade
Ethnicity
Gender
SASID
Disability
School Number
District Number and LASID
(Record Number for
Student October)
 Language Background
 Language Proficiency
 ELL Program (ESL and
Bilingual)
 Continuously enrolled 1
year (School and District 2 fields)
 Continuously enrolled 3
years (CO, US, and ELL 3 fields)
Student October Fields Used for
Precoded Labels Collection
 Expelled (District use A)
 Free/reduced lunch status
(District use C)
 IEP
 504
 Title I
 Primary Disability
 Oct New to School (blank
for Student October)
 Migrant
 Immigrant
 Homeless (“District Use
D” on test bubble grids)
 Gifted Talented (yes/no for
Labels collection)
 CSAPA participant
Note: these fields have not changed from last year.
Labels File Layout
Layout similar but NOT identical to
Student October file layout
No funding codes
No attendance codes
File Layout will be available at a later date
 https://ade.cde.state.co.us/labels_file_layout.htm
Who Gets Precoded Labels?
 Students who are properly coded to a school
with a valid CDE school code receive a label.
 Test booklets are sent only to schools with valid
CDE school codes.
 Programs do not receive labels, test booklets, or
scores.
 Schools keep scores of students tested for the
purposes of reporting.
Labels for CSAPA, CSAPA Online and
11th Grade Alternative
 You will receive physical labels from Measured Progress
for these assessments:
 Reading and Writing, Grades 3 through10
 Mathematics, Grades 3 through10
 Science, Grades 5 and 8
 You will NOT receive physical labels for online
assessments:
 Reading and English, Grade 11
 Mathematics, Grades 11
 Science Reasoning, Grades 10 and 11
 The data submitted during Student October and
Precoded Label submissions will be used to pre-fill
So, How Do I Get Precoded Labels
Again…?
 Submit Student October File (mandatory)
 Or…submit (optional) Precoded Labels file.
 If Labels submission not approved by
districts, Student October file will be used.
No partial Labels files accepted. Entire
file of students for the appropriate
grade levels must be submitted.
Precoded Labels Collection is
Optional
 Updated Labels data do not replace Student
October data – file used only for precoded
labels generation.
 Window closes end of day, January 6, 2006.
 This deadline WILL NOT BEND.
 Districts will high student mobility strongly
encouraged to participate.
Making Changes to Data on Labels for
CSAP and CSAPA
 On the CSAP student data grid on the test booklet…
 You can make changes at time of testing below the horizontal
line without negating the label.
 If changes are made above the line, the entire grid must be filled
out by hand.
 Same fields may be changed for Measured Progress (CSAPA)
without impacting the label. (No line present on Measured Progress data
grid - look for the small box on data grid for instructions).
 Corrections can be made during the Student Biographical Data
(SBD) review in the spring.
• CSAP Student
Data Grid
– Above and Below
the line
• Please note:
Accommodations
and Test
Invalidation data
are NOT on
precoded labels
Making Changes to Data on Labels
for CO ACT
 If SASID on precoded label is not correct, do not
use label on the answer folder students fill out
during the pre-assessment session. Hand enter
SASID in STATE-ASSIGNED ID box.
 CO ACT does not follow the same steps as
CSAP and CSAPA -- SASID on label will
overwrite the hand bubbled SASID
 Review all updates on the USA website; CO
ACT training for new Test Supervisors and
Accommodations Coordinators in February
What to Remember
 Labels for CSAP grades 5 and 10 Science will be
added this year – significantly more labels.
 Use the “CSAP Alternate Assessment Participant”
field!
 Critical for both test materials and labels
 All students in grades 3 through11 must take either
CSAP/CO ACT or CSAPA/CSAPA Online/11th Grade
Alternate.
 Be prepared to submit updated records for grades
K-12.
What Else to Remember
 Labels data will be used for CO ACT “Block T”
fields this year.
 There is no zero filling done by CDE.
 Assessment fields not included in Labels:
Test Invalidation
Accommodations
 No Label? Must hand bubble each booklet at
time of testing.
Who to Contact
Unit of Student Assessment
(CSAP and CO ACT)
 Jim McIntosh 303.866.6979
[email protected]
 Dianne Lefly 303.866.6997
[email protected]
(NAEP)
 Pam Sandoval 303.866.6643
[email protected]
Who to Contact
Exceptional Student Services Unit
(CSAPA, CSAPA Online, and 11th Grade Alternate)
 Jason Glass 303.866.6701
[email protected]
 Sri Srinivansan 303.866.6732
[email protected]
English Language Acquisition Unit
 Morgan Cox 303.866.6784
[email protected]
RITS/SIMU/SASIDs… huh?
All data submissions will include a SASID.
Accuracy continues to be paramount.
Got staff changes?
• New staff and titles in the SIMU.
• Rosalind Hayes 303-866-6803
– Project Assistant
– [email protected]
• Michael Wilcox 303-866-6612
– Senior Consultant
– [email protected]
• How about districts?
– Steps for updating these changes
• Password form changes (Security, minimize access,
need-to-know)
• Email address changes (LISTSERV fixes, system email
bouncebacks, case management mailings)
– If you are new to the RITS/SASID process let’s meet after
the presentation.
Our mission:
• Things vital to our mission of
maintaining one SASID for one student:
– Data accuracy and consistency is
paramount.
– Middle Names
– LASIDs redundant or important?
– Data format standardization
– Beware of common problems (date/name
transpositions, foreign birth certificates,
nicknames and translations)
The RITSRead Optimizer
• Searching the RITS for existing student SASIDs remains
the single most important first step in identifying new
students.
• The RITSRead Only report was created to do this via
batch.
– but the report is not in a tabular format.
– cannot easily upload that information into your systems.
• The RITSRead Optimizer reads and tabulates that static
report.
– It pre-generates the regular RITS batch submission file.
– It protects districts and CDE from creating duplicate SASIDs.
Steps for its use:
1.
2.
3.
4.
5.
Go to the SIMU Web site and click on the What’s New? tab
Click on the RITSRead Optimizer User Manual and Save file
to your computer (choose .pub or .pdf format)
Click on the RITSRead Optimizer hyperlink and choose
Save file to your computer. Opening the file will not allow for
correct use.
Go to the file on your computer and right-click ->
go to Database Properties ->
on the General Tab remove
the check from the Read-Only
option.
Now you are ready to open the
file and use the Optimizer.
The Optimizer takes the RITSRead.daa file & loads it for “case
management.”
Your .daa file MUST be saved as a .txt format.

1.
•
•
2.
3.
Load your rr####.txt file into the Optimizer.
After loading it choose which SASIDs are correct for your submitted
students. Click the Case Management button.
•
4.
5.
The Optimizer looks for specific cues within the RITSRead file format.
Don’t change anything!
Only submit logical LASIDs, it needs them to separate your matching
SASIDs.
After you’re done you’re ready for formatting the regular RITS batch file.
Choose Prepare RITS submission file; you are done!
Loading a new .daa/.txt file will reset the Optimizer.
New Web site!
• The SIMU has a public forum.
Standardization rules, general information,
statistics, downloads, case management,
helpful hyperlinks, documentation, etc…
A place to publish changes to everyone
without resorting to mass emails or waiting for
statewide training.
Will offer new options to streamline how you
get your SASIDs.
How to get there!
http://www.cde.state.co.us/cdesim/index.htm or from the CDE homepage:
School/District Statistics button -> Student Identifier Management Unit
hyperlink.
What it offers:
• Standardization policies or news about changes in data format.
• A look at current case management load to give a better idea of
turnaround time.
• Procedures for how to get a password to the RITS.
• Important documentation relating to SASIDs and our sites.
• Links to get you pointed in the right direction.
• Contact information regarding our staff.
• New features and changes not only to this site but to ADE as it
concerns the RITS.
• We are happy to investigate system changes based on your advice. Is
there something out there that is confusing/doesn’t work/wrong/very
helpful? Let us know!
2004-2005 EOY Collection
November 2005-January 2006
EOY Training Sessions
We will be holding training
sessions for the 2004-2005
Collection during the months of
November and December
Senate Bill 05-091
Rates to be Defined
22-11-104.5(1) C.R.S.
Revise and strengthen existing rates:
(a) Dropout
(b) Graduation
Creates additional indicators of success:
(c) Continuing Education
(d) Mobility
(e) Promotion
Dropout Rate Discussion Items
• Applicable date range for dropout consideration
July 1, 2003 – June 30, 2004
July 1, 2003 – October 1, 2004
• GED transfers
Dropouts?
Educational transfers?
• Mandatory school age legislation
• Requests for records
• Amount of absence at end of school year
• Increasing capacity of parental notifications of withdrawal
Graduation Rate Discussion Items
• On-Time Graduation
• Promotion Rate Base
• Detention Centers and District Run
Education Programs at Facilities
National Governors Association (NGA)
Common Definition of
High School Graduation Rate
Number of on-time graduates in year X
(Number of first-time 9th-graders in year X - 4) +
(Number of transfers in) - (Number of transfers out)
*
*
*
*
*
*
*
*
*
*
• Timing
• Exceptions
– Special Education
– English Language Learners
• Incarceration
*
*
*
*
*
*
Additional Indicators of Success
• Promotion (Graduation)
• Continuing Education Rates
• Mobility Rates