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– Student October Count – Training for the 2010-11 Collection

– Student October Count – Training for the 2010-11 Collection. August, 2010. Data Services Unit. Data Quality Management ● Collection Support ● Analysis ● Reporting. This presentation is available online at: https://cdeapps.cde.state.co.us/stuoctTraining20102011.ppt.

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– Student October Count – Training for the 2010-11 Collection

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  1. – Student October Count – • Training for the 2010-11 Collection August, 2010 Data Services Unit Data Quality Management● Collection Support ● Analysis●Reporting

  2. This presentation is available online at: https://cdeapps.cde.state.co.us/stuoctTraining20102011.ppt Automated Data Exchange News & Updates Student October 2010-2011 Training Presentations Training Session for 2010-11 October 2

  3. AGENDA • Collection Schedule • Changes for 2010-11 • Common Questions and Problems • Early Childhood Education • Migrant, Immigrant and Refugee • Record Integration Tracking System • Documentation and Resources

  4. 1 Collection Schedule

  5. Timeline and milestones for the 2010-11 October Count August Training sessions (August 11th – 27th) September Collection opens (Monday, September 20th) Official count date (Friday, October 1st) October All districts pass 1st level edits (Monday, October 18th) All districts pass 2nd level edits (Monday, November 8th) Collection closes – all districts must electronically approve data files (Wednesday, November 10th) November Duplicate funding documentation due (Tuesday, November 16th) Resubmissions and approvals due (Monday, November 29th) 5

  6. Official Count Date • The official student count date is October 1. All district students that are in membership (attendance and enrollment) on October 1 are eligible to count. • In-service days scheduled within the eleven-day window will be considered as non-attendance days and no extension will be granted. • Districts requesting an alternative count date must submit their request in writing to the CDE Audit Unit by September 15. • October 1, 2010 is on a Friday. The eleven-day window will be from Friday, September 24 to Friday, October 8. • CSBOE 2254-R-3.00 and CSL 22-54-103(10)(a)(I) 6

  7. Official Count Date – Alternative Calendars • For districts on a Monday – Thursday four-day week, Thursday September 30, 2010 will be the official count day. The eleven-day window will be from September 22 to October 11. • For districts on a Tuesday – Friday four-day week, October 1, 2010 will be the official count day. The eleven-day window will be from September 23 to October 12. • CSBOE 2254-R-3.00 and CSL 22-54-103(10)(a)(I) 7

  8. 2 Changes for 2010-11

  9. New Race & Ethnicity Categories – Field Layout and Coding Options … and as it will be reported Districts will provide race and ethnicity information in the format in which it was collected… Race/Ethnicity categories to be used in Federal and State Reporting Race/Ethnicity information as collected by the district from the student or the student’s family 7 Federally Reported Race/Ethnicity Category 1 2 3 4 5 6 Ethnicity: Hispanic or Latino Race: American Indian or Alaska Native Race: Asian Race: Black or African American Race: White Race: Native Hawaiian/Other Pac. Islander American Indian or Alaska Native 01 02 Asian 03 Black or African American 04 - Yes 01 - Yes 02 - Yes 03 - Yes 05 - Yes 06 - Yes 04 Hispanic or Latino 00- No 00- No 00- No 00- No 00- No 00- No 05 White Native Hawaiian or other Pacific Islander 06 07 Two or more races 9

  10. A series of data validation rules will ensure the information collected from students and staff matches the appropriate aggregated category for state and federal reporting Race and Ethnicity Information Collected from Students/Parents Reported Racial/Ethnic Category Hawaiian/ Pac. Island American Indian Hispanic Asian Black White Hispanic Any single race or combination of races American Indian or Alaska Native Asian Black White Native Hawaiian/ Pacific Islander Any combination of races – but not of Hispanic Ethnicity Two or More Races

  11. Race & Ethnicity – Changes to Summary Reports and State and Federal Reports Report #3 – Prior to 2010-11 District: 0097 GRAND VISTA 33J ********************************************************************************************************************************************************* ** REPORT #3: District Summary of Pupil Counts by Grade, Racial/Ethnic Group and Gender ** ********************************************************************************************************************************************************* | American Indian | | Asian/Pacific | | Black | | | | White | | /Alaskan Native | | Islander | | (not Hispanic) | | Hispanic | | (not Hispanic) | |--------- --------| |------- ----------| |------ -----------| |------- ----------| |----------- - ------| | Female Male | | Female Male | | Female Male | | Female Male | | Female Male | TOTAL --------- --------- --------- --------- --------- --------- --------- --------- ----------------- --------- PK - Regular 0 0 0 1 0 0 1 1 17 17 37 PK - Special Ed 0 0 0 0 0 0 0 0 5 11 16 CPP 1 0 0 0 0 0 3 3 7 8 22 Half Day – Kndgtn. 0 0 0 0 0 0 0 0 0 0 0 Full Day - Kndgtn. 0 2 0 0 0 1 2 3 24 24 56 Grade 1 0 0 1 0 0 1 5 5 28 28 68 Grade 2 0 0 0 0 0 1 1 4 27 33 66 Grade 3 1 0 0 0 1 0 3 5 36 24 70 Grade 4 0 0 1 0 1 1 3 2 22 34 64 Grade 5 0 0 1 0 0 0 4 1 32 38 76 Grade 6 0 0 1 2 2 1 6 4 29 42 87 Grade 7 0 0 0 2 0 0 4 8 30 40 84 Grade 8 0 1 1 0 4 0 1 6 34 37 84 Grade 9 0 0 1 1 0 0 2 4 29 28 65 Grade 10 1 0 2 0 2 1 3 3 36 46 94 Grade 11 0 0 2 1 1 0 1 4 35 37 81 Grade 12 0 0 1 0 0 0 4 3 24 39 71 --------- --------- --------- --------- --------- --------- --------- --------- --------- --------- --------- TOTAL : 3 3 11 7 11 6 43 56 415 486 1,041 11

  12. Race & Ethnicity – Changes to Summary Reports and State and Federal Reports Report #3 – 2010-11 and After District: 0097 GRAND VISTA 33J ***************************************************************************************************************************************************************************** ** REPORT #3: District Summary of Pupil Counts by Grade, Racial/Ethnic Group and Gender ** ***************************************************************************************************************************************************************************** | American Indian | | Asian/Pacific | | Black | | | | White | Native Hawaiian | | Two or More | | /Alaskan Native | | Islander | | (not Hispanic) | | Hispanic | | (not Hispanic) | Pac. Islander | | Races | |--------- --------| |------- ----------| |------ -----------| |------- ----------| |-----------------------| | Female Male | Female Male | | Female Male | | Female Male | | Female Male | | Female Male | | Female Male | TOTAL --------- --------- --------- --------- --------- --------- --------- --------- ----------------- --------- --------- --------- --------- --------- --------- PK - Regular 0 0 0 1 0 0 1 1 17 17 0 0 0 1 38 PK - Special Ed 0 0 0 0 0 0 0 0 5 11 0 0 0 0 16 CPP 1 0 0 0 0 0 3 3 7 8 0 0 0 0 0 Half Day – Kndgtn. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Full Day – Kndgtn. 0 2 0 0 0 1 2 3 24 24 0 0 0 2 2 Grade 1 0 0 1 0 0 1 5 5 28 28 0 1 0 0 57 Grade 2 0 0 0 0 0 1 1 4 27 33 0 0 0 1 69 Grade 3 1 0 0 0 1 0 3 5 36 24 0 0 0 0 66 Grade 4 0 0 1 0 1 1 3 2 22 34 1 0 1 0 72 Grade 5 0 0 1 0 0 0 4 1 32 38 0 0 0 0 76 Grade 6 0 0 1 2 2 1 6 4 29 42 0 0 3 1 91 Grade 7 0 0 0 2 0 0 4 8 30 40 0 0 0 0 84 Grade 8 0 1 1 0 4 0 1 6 34 37 0 1 0 0 85 Grade 9 0 0 1 1 0 0 2 4 29 28 0 0 1 1 67 Grade 10 1 0 2 0 2 1 3 3 36 46 0 0 1 0 95 Grade 11 0 0 2 1 1 0 1 4 35 37 0 0 0 0 81 Grade 12 0 0 1 0 0 0 4 3 24 39 0 0 0 1 72 --------- --------- --------- --------- --------- --------- --------- --------- --------- --------- --------- --------- --------- ------- -------- TOTAL : 3 3 11 7 11 6 43 56 415 486 1 2 6 7 1,057 12

  13. Race & Ethnicity Reporting Changes – Additional Information and Resources www.cde.state.co.us/cdereval/rvRace-Ethnicity.htm • “Memorandum on Race & Ethnicity” • Detailed descriptions of field layout and coding options • Logic used in associated edit checks • “CDE Race/Ethnicity PowerPoint Training Presentation 2009” • Overview of the changes in policy that precipitated the new categories • Suggestions for employing “observer identification” • Logistical and policy-related considerations for district staff • “NFES – Managing an Identity Crisis” • Background and rationale for the change • Sample policies, case studies, and communications strategy suggestions 13

  14. New Post Secondary Program Field Note: Coding of 1, 2, 3, 4, 5, or 6 in this field requires the school district to enter into a legal agreement with an institution of higher education. 14

  15. Overview of ASCENT coding and edits Student End of Year Data Collection (prior year) Student October Count (current year) CDE’s ASCENT Program Coordinator Establishes and confirms district eligibility to offer the ASCENT program Determines total number of ASCENT slots allocated per eligible district Edits ensure the number of students being retained for the district’s ASCENT program next year equals the number of slots allocated Students entering the 5th year of the program are thereby identified by SASID Edits ensure that only those students/SASIDs identified in the prior year’s EOY can be claimed for ASCENT funding as 5th year seniors in the current Student October count. 16

  16. The new Post Secondary Program field will allow CDE to Remove Attendance Codes 06 and 07 Attendance Codes now to be used for students in postsecondary programs: 01, 02, 03, 04, 05 or 08 (most will be 01 or 04) 17

  17. The new Post Secondary Program field will also allow us to remove the “Fast Track” Field 18

  18. The “Online Educational Program” field was redundant with certain online funding codes This same information is collected through funding codes 91, 92, 93, or 94) 19

  19. The “ELL Continuously” field has been removed CDE no longer collects this information 20

  20. New field: Contractual Agreement with Third Party Educators/Programs Districts will report these students with attendance residence code of 01-08. These students must be assigned to a public school code within the district* because "third party educators/programs" do not have school codes. • Report with 1 (yes) for a student receiving all of his or her education instruction through third party educators/programs. • Report with 0 (no) for a student not receiving anyof his or her education instruction through third party educators/programs.   • Report with 0 (no) for a student receiving part of his or her education instruction through third party educators/programs.   * It will be left to the district to determine which school will be reported as the student’s “home school” 21

  21. New field: Contractual Agreement with Third Party Educators/Programs Used when a district enters into a contractual agreement with a third party educator to provide educational services to their students. • A third party educator is a program that does not meet the definition of a nonpublic school (i.e. private or parochial school), a public agency (i.e., Head Start), a school district, an approved facility school, or a BOCES or BOCES educational program. Examples include: • Programs operated and staffed entirely by an institution of higher education • Privately run GED preparation programs • Education services provided to expelled students by a private company 22

  22. Changes to edit logic regarding English Language Learner status • Once a student has been identified as an ELL or bilingual student by your district, he or she must remain ELL or bilingual until exited from your district. • Students reported in the prior year as being served by an ELL or Bilingual program can not be reported as “Not Applicable” this year. • Logic: If in the prior year ELL or Bilingual = 1,2,3, or 5 this year the student can not be reported as ELL / Bilingual = 0 23

  23. When a student enters your district they are given a home language survey and are then tested to determine their level of English proficiency. A student who is fluent in English upon entering your district should be coded with a Language Background of English (0002) regardless of the results of the home language survey. If a student is classified as Non-English Proficient (NEP) or Limited English Proficient (LEP) the district must provide language services. Even if the district does not have a structured ESL or Bilingual program the district must provide some sort of language services. English Language Learners (ELL) – overview of related state policies and statutes 24

  24. 0002 – English If language background is English, Language Proficiency and ESL fields must be zero If language background is anything other than English, Language Proficiency must be 1, 2, or 3 and either ESL or Bilingual must be 1, 2, 3 or 4. 0 – Not Applicable 1 – Non English Proficient 2 – Limited Eng. Prof. 3 – Fluent Eng. Proficient 0 - No or Not Applicable 1 - Enrolled in ESL program 2 - Monitored Year 1 3 - Monitored Year 2 4 - Exited the program 1 - Enrolled in BL program 2 - Monitored Year 1 3 - Monitored Year 2 4 - Exited the program English Language Learners – Related Fields Field Name Coding Options Notes/Edits 0002 – English All other language codesavailable at: https://ade.cde.state.co.us/ ELPALanguageCodes.xls If language background is English, Language Proficiency and ESL fields must be zero Language Background If language background is anything other than English, Language Proficiency must be 1, 2, or 3 and either ESL or Bilingual must be 1, 2, 3 or 4. 0 – Not Applicable 1 – Non English Proficient 2 – Limited Eng. Prof. 3 – Fluent Eng. Proficient Language Proficiency 0 - No or Not Applicable 1 - Enrolled in ESL program 2 - Monitored Year 1 3 - Monitored Year 2 4 - Exited the program ESL English as a Second Language A student can be in a bilingual program or an ESL program in a given year – but not both. 0 - No or Not Applicable 1 - Enrolled in BL program 2 - Monitored Year 1 3 - Monitored Year 2 4 - Exited the program Bilingual

  25. Once a student uses English at the same level as their English speaking peers, he or she is considered Fluent English Proficient, and should leave the ESL/Bilingual program and move onto the monitoring phase. The Monitoring Phase is a two year period during which the district monitors the student to make sure they are indeed fluent. If, after two years in the monitoring phase, the student is using English at the same level as their English speaking peers they are to be exited from the ESL or Bilingual Program with an ESL or Bilingual Status code of 4 (Exited Program). From that point forward, the student will have a Language Proficiency of 3 (Fluent English Proficient), an ESL or Bilingual status of 4 (Exited Program), and their Language Background will remain whatever non-English code they were originally assigned. English Language Learners (ELL) 26

  26. English Language Learners (ELL) – example of progress over time Language Background Language Proficiency ESL Status Bilingual Status Home language survey indicates Spanish. Testing indicates limited English proficiency. 1380 (Spanish) 2 (LEP) 1 (In Program) 0 (N/A) Year 1 1380 (Spanish) 3 (FEP) 2 (Monitored 1) 0 (N/A) Testing indicates fluency in English Year 2 Student shows continued English fluency 1380 (Spanish) 3 (FEP) 3 (Monitored 2) 0 (N/A) Year 3 Student shows continued English fluency 1380 (Spanish) 3 (FEP) 4 (Exited) 0 (N/A) Year 4 Student shows continued English fluency 1380 (Spanish) 3 (FEP) 4 (Exited) 0 (N/A) Year 5

  27. If at any time during the monitoring period, the student is found to be falling behind, due to language, they should be returned to the ESL or Bilingual program (ESL or Bilingual Status = 1). If they are returned to the ESL or Bilingual program within those two years, their Language Proficiency must be changed from FEP to NEP or LEP, and their ESL or Bilingual Status must be changed from monitored (2, or 3) to enrolled in a language program (1). If your English language unit is not providing you data that fits this pattern, have them contact Morgan Cox in CDE’s Office of Federal Programs (303) 866-6784 or cox_m@cde.state.co.us English Language Learners (ELL)

  28. What if a school switches between bilingual and ESL programs? Student follows the same natural progression through the monitoring process, regardless of the fact that he has switched from a bilingual program to an ESL program. Once a student has exited a language program, you must continue to code him as exited from that particular type of language program every year that he remains in your district (even if the school switches to another language program after he exits) Language Background Language Proficiency ESL Status Bilingual Status 1380 (Spanish) 2 (LEP) 0 (N/A) 1 (In Program) The school offers a bilingual program Year 1 1380 (Spanish) 3 (FEP) 0 (N/A) 2 (Monitored 1) School offers a bilingual program Year 2 Staffing changes allow the school to switch from bilingual to ESL program 1380 (Spanish) 3 (FEP) 3 (Monitored 2) 0 (N/A) Year 3 3 (FEP) 1380 (Spanish) 4 (Exited) 0 (N/A) School offers an ESL program Year 4 Staffing changes force the school to revert to a bilingual program 1380 (Spanish) 3 (FEP) 4 (Exited) 0 (N/A) Year 5

  29. Issues and Questions from Prior Years 3

  30. . Allowable age and grade combinations Override grade to age table form is available at: https://cdeapps.cde.state.co.us/ade_news.htm#student Complete and submit to Peter Fritz by e-mail 31

  31. Continuously Enrolled in Colorado • Colorado Continuously (Enrolled 3 Years) - Student has been enrolled in a Colorado public school since 3/10/08 for grades 3-10 or 4/23/08 for 11th grade. (All other grades may use 3/10/08.) Pre-Kindergarten and Kindergarten enrollment does NOT count towards the 3 years. 32

  32. Continuously Enrolled in the district • Continuously in District (Enrolled 1 Year) - Student has been enrolled in the same district since 3/8/10 for grades PK-10 and 12, or since 4/28/10 for 11th grade. Grades PK-12 count toward the 1 year continuously enrolled in district. 33

  33. Continuously Enrolled in school • Continuously in School (Enrolled 1 Year) - Student has been enrolled in the same public school since 3/8/10 for grades PK-10 and 12, or since 4/28/10 for 11th grade. Grades PK-12 count toward the 1 year continuously enrolled in school. 34

  34. Reporting tuition-paying students • If you are receiving funds from an another source to pay for costs associated with the education of a student they must have a funding code of… 87- Not Eligible, Tuition 35

  35. Are you receiving funds from an outside source to educate the student? Reporting tuition-paying students 36

  36. If both your district and another district are claiming the same student you will, after approving your data, receive an e-mail from CDE indicating you have an error that needs to be resolved. Duplicate counts between districts and facilities will also be addressed during this phase of the StuOct process Log back into the system and download a new error report with SASIDs and Student Names. You will need to forward documentation to the auditing unit. Duplicate Funding Process 37

  37. CDE’s Auditing Unit will determine who should count the student. If you need to change either a SASID or remove a record you will need to make the change to your file, contact Peter ( fritz_p@cde.state.co.us ) or (303) 866-6175) to reset your district, and then resubmit the file. Since you have resubmitted your data you will need to download the latest version of the Data Summary Report and get both signatures again. Duplicate Funding - continued 38

  38. Early Childhood Education 4

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  40. Requirements: • The November 1 Alternate Count Date Applies to Early Childhood Students Only (Grade Level Coding of 004 only) • Districts may use either the October 1 count data, or their November 1 count data - whichever is higher. 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, early childhood special education students and other early childhood students within the district. 41

  41. Requirements (continued): • Children must be enrolled and in attendance on or before November 1. • Children’s attendance must still be documented prior to and five school days following November 1. • You will be asked to indicate in the submission whether you are using the October 1 or November 1 count date for your early childhood students. • Children counted on November 1 must have at least 90 hours of teacher-pupil instruction or contact in the first semester, and the CPP program must be available 360 hours in the course of the school year. 42

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  48. How to code Early Access to Kindergarten and first grade for Highly Gifted Children 49

  49. Migrant, Immigrant and Refugee 5

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