Staff, Courses – What’s New in STARS for 2015-16

1. Staff, Courses – What’s New in STARS for 2015-16 Presenter: Alecia Moll - IT alecia.moll@state.nm.us; 505-827-6502

2. New Math Course Code • Course Code: 2039 • Course Name: Fractal Mathematics • Grade Level: 9-12 • Prerequisites: Algebra I, Geometry • Requires Math endorsement

3. New SLP Clinical Fellows license • Staff Assignment Codes: • 111/111S Speech//Language Pathologist Clinical Fellows (not new) • Category: Related Service Personnel for Special Education • Beginning 2015-16 will require 917 Pre K-12 SLP Clinical Fellow License or will result in Licensure Discrepancy • In past, didn’t require licensure since no license available

4. New Speech/Language Apprentice license • Staff Assignment Codes: • 26/26S Speech/Language Apprentice (not new) • Category: Related Service Personnel for Special Education • Beginning 2015-16 will require 918 Pre K-12 Speech Language Apprentice License or will result in Licensure Discrepancy • In past, didn’t require licensure since no license available

5. Teacher Attendance EOY collection • Number of Days Absent for Teachers only for period 2015-04-16 through EOY • If using STARS, must be submitted at EOY of CURRENT school year (can’t wait until next year to submit) • Start Date MUST be 2015-04-16 • Even if person hired AFTER this date • End Date MUST 2015-06-30 (last day of school year in STARS) • Even for year-long schools or if your school year ends AFTER this date • Can submit Staff Attendance Template throughout Summer (AFTER this date)

6. Teacher Attendance EOY collection - Continued • Sharepoint (SP) will be available beginning of next year for making changes to 2015-04-16 through EOY; however, will NOT be able to make PRIOR year changes in STARS-Will load STARS data into Sharepoint (difficult to pre-populate SP from teachers in Staff Assignment because EOY is different for everyone). https://eui.ped.state.nm.us/sites/ees/TeacherAttendance/default.aspx • School Year 2015-16, collect Teacher Attendance for date ranges: • Beginning-of-year through 2016-04-15 • 2016-04-16 through EOY • Teacher Attendance used for 2015-16 Teacher Effectiveness Ratings will include 1 year timespan • 2015-04-16 through EOY AND Beginning-of-year through 2016-04-15 (cross yrs.)

7. Gifted-Only Students: SLP & Caseload Waiver Current Business Rule: • Only includes Case Managers assigned to students in Special Ed Snapshot • Staff Assignment Codes that can carry a caseload • 94 Gifted Teacher; 96/97 SpEd Teacher; 95 SLP acting as Case Load Mgr New Business Rule: • If Gifted-Only students found on teacher’s caseload, will check for 94 Gifted Teacher and flag if not found • Because Gifted Endorsement is required for 94 Gifted Teacher, will be caught in License Discrepancy

8. Gifted-Only Students: Classes Business Rule: • No specific “Gifted-Only” course codes (any course may be taught “gifted curriculum”) • Gifted-Only class (class taught in “gifted manner”) • Report SOME FTE in 94 Gifted Teacher Staff Assignment to verify Licensure (gifted endorsement-09) • Gifted Teacher License Requirements(94 Staff Assign.)-Any teaching license with GIFTED endorsement • Issue: Class happens to contain some gifted-only students, but not taught as “gifted” then would not require 94 Gifted Teacher • Course Instructor Gifted Indicator=Y (Yes); gifted curriculum • Gifted-Only classrooms omitted from HQT • Defn. Gifted-Only: GiftedParticipation=Y & SpEd=N (no disability); Student Snapshot

9. Course Instructor: Indicator fields • Y/N Indicator fields • Allows multiple indicators per CourseCode+Section • Since 5th digit of 8-digit course code no longer used by PED to determine type of “curriculum”, please use indicator fields for this purpose • i.e. For Career Tech courses, specify Career Tech Indicator=Y; Don’t specify Career Tech Yes if a Career Tech student happens to be taking a non-career tech course such as PE. • Same rule for SpEd students. If SpEd self-contained class and geared towards SpEd methodologies, then specify SpEd=Y, but don’t specify SpEd if an Algebra 1 inclusion class happens to have SpEd students.

10. Course Instructor: Basic Indicator field • Field 70, Basic/General Indicator (Y/N) • Specify Y if this is a Basic/General class; specify N if not • Adding “General” for clarity- many are still using the “4” in the 5th digit of the 8-digit course code for general courses, which is okay to map to this field • Technically, not EVERY class needs to be mapped to one of the indicator fields, but may be good practice at districts/charters

11. New Staff/Staff Snapshot fields • Original Hire Date • Field #33 (Original Employment Start Date) • Staff Start Date of Current School Year • Field #35 (Current Service Date) Used in Teacher Effectiveness analysis for determining percent of time in a class (along with Teacher Exit Date) • Used in addition to snapshots • If teaching student (same class) all 4 snapshots (25% each snapshot) AND worked full year, then counts 100% (if found in 3 of 4 counts 75%) • If found in all 4 snapshots but Staff wasn’t there all year, would count less than 100% using start and end dates

12. Exited Teacher reporting problem • If retired end of last year, and reporting them one last time to STARS at beginning of this year, then only report them in STAFF with Exit Date and reason for leaving • Don’t report them in STAFF SNAPSHOT or STAFF ASSIGNMENT because these are reserved for “active” staff only • If they are, then Teacher Attendance records will be created for them in Sharepoint. Since data cannot be deleted from Sharepoint, enter 0 (or leave blank) “Number of Days Absent”. • If a current year observation is not found for them, then they will not receive a Teacher Effectiveness rating, so this erroneous record will be ignored.

13. Problem: Missing Parent/Student Survey records • Caused by misaligning courses to teachers to students • Various causes: • Teacher never reported in STARS teaching a course code • Teacher reported teaching a course but no students enrolled in course Important: Everyone providing instruction to students should be reported to STARS in Course Instructor and Course Enroll.

14. Problem: Missing Teacher Attendance Sharepoint Data • Must report teachers who are providing classroom instruction to students in a TEACHER Staff Assignment code to generate a Teacher Attendance record in Sharepoint (STARS data used to pre-populate Sharepoint) • Issue: Academic Instructional Coach(105), Resource Coordinator(83) & supervisor/manager staff assignment codes are common mistakes. If performing BOTH job duties (teacher + other position), submit 2 Staff Assignment Codes with appropriate FTE. • Note: Records could be added through STARS (Staff Attendance) but couldn’t be directly added to Sharepoint.

15. Teacher Effectiveness Flowchart Note: For SpEd Teachers giving100% instruction to SpEd students graduating on Ability option, shouldn’t be observed (Group D). However, if observation found, then may (inadvertently) receive a Teacher Effectiveness Rating. Get Student Achievement and other measures (Parent/Student Surveys; Teacher Attendance) Produce Teacher Effectiveness Rating Yes Observation found Yes No No Teacher Effectiveness Rating

16. Teacher Effectiveness Overview Teachers assigned to groups: • A=Teaching courses mapped to Standard Based Assessments (SBA-Math,Reading,Science/PARCC-Math,Reading) • C=K-2 teachers (DIBELS) • D=SpEd teachers teaching ONLY students on Ability graduation option-omitted (No observation; No rating) • B=All other teachers (Art, Music, PE, Electives, etc…; EOC) Teacher Effectiveness Rating: • ½ based on current year (observations/surveys/teacher attendance) • ½ based on prior 3 years (student achievement growth) Observation: • NMTEACH Rubric measures effectiveness of classroom instruction

17. Teacher Effectiveness: Course Codes tied to Assessments Important to know Course Codes are tied to Assessments. i.e. Elementary Homerooms (0000-0008) • Tied to SBA (Math/Reading/Science), next year tied to PARCC Math/Reading; SBA Science • Important: Only report teachers providing instruction with these course codes (don’t report those taking attendance only 1st period) Many other assessments attached to various course codes: • EOC, Alternative Assessments for SpEd, Access ELL, DIBELS for K-2, Interim Assessments, etc… • New STARS report next year showing relationships

18. Reporting Courses to STARS for Teacher Effectiveness • Align course codes to students and teachers that reflect true classroom instructional environment • Only report people providing instruction with course codes • ALL teachers providing instruction should be reported with course codes in STARS • All teachers providing instruction should have an observation score • Teacher Effectiveness Rating impacted anytime reported in Course Instructor as either “Primary” or “Other” Instructor • Multiple teachers may be responsible (and held accountable) for student’s learning in a particular subject (or single course code) • Important to align TEACHING Staff Assignment codes with instructors of Course Codes

19. Reporting Courses to STARS for Teacher Effectiveness Align course codes to students and teachers to reflect true classroom instructional environment • Primary Instructor=Teacher of Record (assigns grade) • Educational Assistants (EAs)/Instructional Assistants cannot be Primary Instructors (no teaching license) • Other Instructors • Co-teachers • Any person also providing instruction in classroom Note: If observation not found this year, won’t receive Teacher Effectiveness Score this year. Observations only affect 1 year (current year).

20. Reporting Courses to STARS for Teacher Effectiveness Only report people providing instruction with course codes as Instructors • Applies to both Primary Instructors and Other Instructors • Don’t report proctors, attendance only, resource coordinators (83), monitor classrooms, provide special ed services unrelated to instruction (such as SLP(93)), Special Ed Supervisor (61), Academic Instructional Coaches (105), etc.. • Not TEACHER position codes; even though may allow teaching licenses • People who have a teaching license and are providing instruction to students MUST be reported in TEACHING staff assignment codes • EAs have their own non-TEACHING category and MAY be included as “Other Instructors” (but not Primary Instructor); Used in some class overloads.

21. Reporting Courses to STARS for Teacher Effectiveness All teachers providing instruction should be reported with course codes in STARS • Applies to both Primary Instructors and Other Instructors • Both will receive equal ratings in Teacher Effectiveness(i.e. Counts 25% for each of 4 snapshots for total 100%; adjusted by Teacher Start (new) & End dates) • Problem: Not all teachers are being associated with Course Codes (such as Special Ed teacher going into classroom, students pulled out for additional instruction, classes omitted because not aligned with snapshots). • Hurts teachers trying to advance through licensure • if attain certain rating may auto-advance to next level

22. Reporting Courses to STARS for Teacher Effectiveness All teachers providing instruction should have an observation score • Applies to both Primary Instructors and Other Instructors • If no observation found won’t receive teacher effectiveness rating

23. Reporting Courses to STARS for Teacher Effectiveness Teacher Effectiveness Rating impacted anytime reported in Course Instructor as either “Primary” or “Other” Instructor • 4-digit state course codes align to assessments and will be available next year in STARS for districts/charter to view • Important to properly align teachers and students to course codes and not omit teachers • Note: Last year only Primary Instructors received Teacher Effectiveness ratings. In future, will include “Other” instructors.

24. Reporting Courses to STARS for Teacher Effectiveness Important to align TEACHING Staff Assignment codes with instructors of Course Codes • Entails aligning Staff Assignment template to Course Instructor template • People providing instruction to students (excluding EAs) require a TEACHING license and must be reported in a TEACHING staff assignment code as well as reported with a Course Code

25. Include Pull-out and Pull-in Classes Include Pull-out classes • Even if no grade assigned • Impacts students learning • ESL, Assisted Reading & intervention often considered pull-outs Include Pull-in classes (inclusion) • Special Ed students pulled into a general ed classroom Note: Subject areas and Course Codes critical because tied to assessments. Students assessment scores get linked to teachers to generate Student Achievement Growth over 3 year period. If missing, don’t have complete picture -Goal: Show accurate instructional environment in STARS

26. Problem: Course fell outside snapshot date collection If class ends BEFORE snapshot date (and it’s an ongoing class in which student completed and received a grade), then include course related data in next snapshot for Teacher Effectiveness. i.e. Student completes a class before 40th day and is enrolled in new class at 40th day. Ideally, PED would like BOTH classes submitted at 40th day in Course Instructor, Course Enroll and Student grades (if received grade for 1st completed class). Don’t need class schedule changes. Occurs because class schedules don’t coincide with snapshots. (Semester, Trimester, block scheduling, etc…) Rule: If completed class, report it (allows grade). No longer have to wait until EOY.

27. Report classes even if not attended daily i.e. Attend Period 1 Math class on Monday, Wednesday & Friday and Period 1 Elective class on Tuesday and Thursday. Report BOTH course codes and sections with appropriate teachers and students. Even if seat they were in on 40th day snapshot was only the “Elective” class above, still report the Math class. If SIS extracts data on 40th day and only includes active schedules at that point in time, may revisit. At 40th day, would prefer significant, ongoing classes (including pull-outs or classes completed between snapshots) that occurred between day 1 and day 40 be included at 40th day snapshot. Same logic for all snapshots.

28. Homeroom Course Codes 0000-0008 To better align subject areas to teachers and students, some districts have stopped reporting elementary homeroom course codes and instead are reporting the elementary subject area specific course codes. Elem Subject Specific Course Codes: • 1025 Lang Arts, 1717 Science, 2020 Math, 2738 Social Studies i.e. Elementary students have one teacher for Math and another for Lang Arts Note: Don’t report homeroom course codes for attendance only-Because would get all SBA Math/Reading/Science assessments (STARS doesn’t have Attendance Course Code)

29. Misalignment Issues: Courses vs. Staff Assignments • Parent/Teacher Surveys retrieve teachers from courses (Course Instructor & Course Enroll) and Teacher Attendance (in Sharepoint) retrieves teachers from Staff Assignments and when out-of-sync, data is missing. STARS report path: STAFF>Course Course Instructor Compared to Staff Assignment Exceptions • Error Message • No Staff Snapshot • No Course Instructor • No Course Instructor at Location • No FTE • No TEACHING Staff Assignment • No TEACHING Staff Assignment at Location i.e. Principal also teaching class. If observed, follow rule. Split Staff Assignment FTE between principal and teacher.

30. ESL Pull-out Example-Elementary Bus. Rule: Include at least one 1062/1063 ESL course codes • i.e. Homeroom elementary 3rd grade contains both Gen Ed and ESL students OR only contains ESL students and therefore taught in a bilingual manner (Spanish) • Report course code 00038000 • 0003 denotes 3rd grade homeroom and requires elementary teaching license • 8 in 5th digit denotes taught in bilingual manner (Spanish) and requires bilingual endorsement (or results in License Discrepancy) • 5 ESL students get pulled-out of above homeroom class for the ENGLISH portion and sent to different teacher • Report course code 10620000. For elementary licensed teachers requires either Bilingual or TESOL endorsement. • Don’t put 8 in 5th digit or will require Bilingual endorsement

31. ESL Pull-out Example-Elementary Continued… If ESL course taught as part of a Bilingual Ed Program, then also specify Bilingual Education Program (BEP) code in Course Instructor for EACH of the two courses on prior slide (00038000 and 10620000). • Field 60, Course Special Program Code = BEP • Should match teachers identified on BEP application • At least ONE student in this BEP funded class needs to be reported as BEP student Class Roster Report identifies BEP Courses: STARS Site Collection > STARS Reporting > Public Folders > eScholar Framework - Verify > District and Location Reports > Bilingual Reports Detailed Class Roster - BEP Courses

32. Reporting Bilingual Classes • Report 8 in 5th digit to denote teaching in SPANISH (verifies has bilingual endorsement) • If same teacher is teaching ENGLISH portion as well, unnecessary to submit a separate ENGLISH course+section • If DIFFERENT teacher teaching ENGLISH portion, then submit different CourseCode+Section number specifying correct teacher • Removing 8 in 5th digit will cause a unique classroom to be created in STARS (meaning 1st 4 digits designating State’s course code may be same) • If ENGLISH portion is related to ESL, then report ESL course codes (1062 or 1063) • If BEP funded, report BEP in Course Instructor • Also report students in proper code (T3, BEP, ELL, ESL)

33. Special Ed Student’s Graduation Options • Standard • Career • Ability • If 100% of Special Ed teacher’s instruction is to ABILITY students only, then won’t have Observation and won’t have Teacher Effectiveness Rating (Group D) • Still report course codes • Most likely ALL course codes will be Special Ed course codes that begin with 28 • May use course code 2802 Resource Center for core subjects, and won’t have to be highly qualified (HQ) in all four CORE content areas since using alternative curriculum and courses • Note: 2802 Resource Center should not count as graduation credit for CORE subjects for Standard and Career students

34. Special Ed Graduation Option: Standard or Career All Special Ed teachers providing instruction to students graduating on Standard or Career option should be reported with Course Codes (either as Primary or Other instructor) • Important: If SpEd Teacher teaching CORE subjects, don’t use Course Code 2802 Resource Center • If SpEd Teacher teaching CORE subjects (Math, Science, Lang Arts, Social Studies, Music, Art) at MIDDLE or HIGH SCHOOL, use subject area course codes (not SpEd course codes that begin with 28) • Must be highly qualified in course code subject area • If SpEd Teacher teaching CORE subjects (Math, Science, Lang Arts, Social Studies, Music, Art) to ELEMENTARY students, then use subject area course codes (not SpEd course codes that begin with 28) • Use Elem CORE course codes to avoid Not HQT kick-out for SpEd self-contained class (1024/1025 Lang Arts;1710/1717 Science;2017/2020 Math; 2728/2738 Social Studies)

35. Special Ed Course Code Guidance- self-contained SpEd Classroom with SpEd students only-taking required CORE class for graduation credit • Must be taught by SpEd teacher • Special Ed teacher MUST be HQ in content area – there is no other option (cannot be teamed with GenEd teacher to pass HQT) • If SpEd teacher is not HQ, will need to work on becoming HQ with Licensure through alternatives to count course as CORE course

36. Additional Special Ed Course Code Information SpEd Teachers teaching low-incident populations (1-2%) where students are in self-contained class do NOT need to be HQ in all four CORE content areas since are using alternative curriculum and courses. Course Codes 2802-2899 meet requirements for students taking alternate assessment, using alternate academic achievement standards (graduating on Ability Option). Any combination of these courses per students’ IEPs make up required graduation credits (same number for all graduates). These students may also take any class outside these course codes as determined by IEP team. If Course 2802 is used to supplement CORE courses or test-taking prep for students, this counts as an elective. i.e. Wouldn’t count as Math graduation credit.

37. Special Ed Inclusion Scenario I – General Ed Only Teacher Special Ed Inclusion-100% of instruction given by General Ed Teacher • General Ed teacher must be HQ in content area • Special Ed teacher doesn’t participate with instruction and doesn’t go into classroom

38. Special Ed Inclusion Scenario II-GenEd & SpEd Teachers split responsibility General Ed teacher responsible for RegEd Students and Special Ed teacher responsible for “instruction” of SpEd students • General Ed teacher MUST be HQ in content area • Special Ed teacher MUST be HQ in content area • Report same course code (different section) to split students among teachers

39. Special Ed Inclusion Scenario III-GenEd 100%+SpEd General Ed teacher responsible for teaching RegEd & SpEd Students and Special Ed teacher responsible for teaching SpEd students only • General Ed teacher MUST be HQ in content area • Special Ed teacher not required to be HQ in content area • Report same course code (different section) to split students among teachers • Both teachers receive equal weighting for SpEd students

40. Online Course Code example • Course Code: Any 4-digit course code may be used for online courses (or distance learning) • Course Instructor: Staff ID • Dummy Staff ID 888888888 • Omitted from Licensure Discrepancy, HQT & Teacher Effectiveness • Actual Staff ID • Used to verify proper licensure and must be Highly Qualified for CORE courses • Student Course Enrollment: Course Content Code (field #16) IDEAL, ONLINE, HYBRID, specific vendors (Aplus, EdConnection, Edgenuity, Edmentum, K-12, Odysseyware)

41. Class Rosters Important to run and disseminate to teachers- for accuracy • Make corrections to STARS during open window • If data missing, run exception reports or Template Validation reports • Will reduce number of changes to Accuroster Report Path: STAFF>Course • Detailed Class Roster All Snapshots • Shows snapshots for each student in CourseCode+Section (can easily identify holes) • Detailed Class Roster for Teachers • Starts new page when teacher changes

42. Validating Staff Data through STARS reports Report Path: STAFF Staff Snapshot Compared to Staff Assignment Exceptions • Every STAFF ID found in Staff Snapshot should exist in Staff Assignment and vice versa except • Dummy Staff IDs (888888888, 777777777, 555555555) omitted • Substitute Teachers omitted • Error Message • No Staff Snapshot • No Staff Assignment

43. Validating Course Data through STARS reports Why is this important? • To ensure accurate student-course-teacher association because of its use in NMTEACH Educator Effectiveness Report Path: STAFF>Course Bad Dates in Student Course Enrollment causing Duplicates for Year-Summary • Statewide report showing aggregate data • There should NEVER be any data appearing • If there is, it means multiple Snapshot Dates were associated with a single reporting period; such as 40D reported for 10/1 AND 12/15. Bad data needs to be deleted. Course Enrollments without Course Instructors Course Instructors without Course Enrollments Student Grade Level Outside Course Grade Range • Look for obvious misreporting; such as High School students reported in Kindergarten classes. If off by a few grade levels, probably not a problem, because it’s possible to have an 8th grader taking a 9th grade class.

44. Validating Course Data through STARS reports (Continued) Report Path: STAFF>Course Course Enroll Exception - Inconsistent Reporting Periods • Error Message • Wrong Course Enroll Effective Date for Snapshot Date • No Course Enroll Effective Date • Wrong Course Instructor record for Snapshot Date • No Course Instructor • Wrong Semester for Snapshot Date • Course Instructor Snapshot Date not found in Course Instructor • Wrong Student Snapshot Date • No Student Snapshot Date

45. Validating Course Data through STARS reports (Continued) Report Path: STAFF>Course Course Instructor Exception - Inconsistent Reporting Periods • Error Message • Wrong Semester when matched Snapshot Date to Course Instructor Snapshot Date • Semesters have snapshot dates associated with them; such as Semester 1 = 40D = 10/1 • Wrong Course Instructor Snapshot Date when matched Semester to Snapshot Date • No Staff Snapshot Course Instructor Compared to Staff Assignment Exceptions • Error Message • No Staff Snapshot • No Course Instructor • No Course Instructor at Location • No FTE • No TEACHING Staff Assignment • No TEACHING Staff Assignment at Location

46. Validating Teachers through STARS reports Report Path: STAFF>Teachers>Teacher Data Quality Tools Teachers Teaching No Students at District • Reported as TEACHER in Staff Assignment but couldn’t link to any students in Course Enroll Teachers Teaching No Students at Teacher FTE Location • Reported as TEACHER in Staff Assignment but couldn’t link to any students in Course Enroll at this location (school)

47. Spot-check Teacher, Course & Student data alignment Report Path: STAFF>Course Teachers Classes By District, School, Staff, Course • Aggregate, one row per class Report Path: Student Grades and Dual Credit reports Classes By District, School, Course, Student with Grade and Teacher • Requires Staff Snapshot (of Course Instructor’s Primary Instructor) and Student Snapshot (of Course Enroll’s Student) found • If not found, student record will be omitted. Should run exception report to determine why it was omitted and fix data if appropriate. Classes By District, School, Course, Student with Grade and Teacher-Course Content • Course Content Codes IDEAL or Online (may be taught by teachers not reported in Staff Snapshot, so joins to STAFF instead of STAFF SNAPSHOT to get Staff Name) Classes By District, School, Course, Student with Grade and Teacher-Dummy Staff ID • Dummy Staff ID (888888888,777777777,555555555) classes (Taught by teachers not reported in Staff Snapshot, so joins to STAFF instead of STAFF SNAPSHOT to get Staff Name)

48. Questions?