HEART Online Large-Scale Assessment Data Management System
description
Transcript of HEART Online Large-Scale Assessment Data Management System
HEART Online Large-Scale
Assessment Data Management
System District-Wide
Multiple Assessments
HEART District-Wide Multiple Assessments
What Other District-Wide Assessments?
Import Other Student InformationImport Other Test InformationImport Other Student Achievement
Data
HEART District-Wide Multiple Assessments
• Identify by name and content area other district-wide assessments planned for import into HEART.
• How many years of data exist for each?• Is the data on a data disk, a computer
file, or a paper record?• Are descriptive materials available for
the assessments?
HEART District-Wide Multiple Assessments
Three New Practices to be Prepared to Use Other District-Wide
Multiple Assessments in HEART
1. Import Other Student Information2. Import Other Test Information
(Planned Assessment File)3. Import Other Student Achievement
Data(Student Information File)
1. Import Other Student Information
Current Practice• A district’s ITBS/ITED bar code file
is imported.• A district’s data is imported from
the ITBS/ITED data disk.• The bar code file does not have
information about students in grades not taking the ITBS/ITED.
1. Import Other Student Information
• If multiple assessment data to be imported is for students already in your district’s ITBS/ITED bar code file, no change is necessary.
• Continue to annually send a copy of your district’s bar code file to Lisa Sines to be imported.
1. Import Other Student Information
New/Best Option:
• Provide for import a K12 file instead of the ITBS/ITED bar code file.
• This is an extract from your district’s student information system that includes all students, not just those taking the ITBS/ITED. Who does this extract?
1. Import Other Student Information
Another Option:
• Create and provide an Other students file (grades not in the bar code file)
• Information about the file layout and an Excel template are downloadable from the Iowa Testing Programs website
(see next slide)
http://www.education.uiowa.edu/itp/index.htm
A description of the bar code file
layout and an Excel
template to create a bar
code file can be
downloaded from the Iowa
Testing Program website.
1. Import Other Student Information
Implications of a K12 File:
• An additional file may need to be created beyond the one sent to Iowa Testing Programs that generates ITBS/ITED bar code labels.
• More student information needs to be provided, and protected.
• More student information will need to be checked/cleaned in the HEART Data Cleanup section.
• Others?
2. Import Other Test Information
Test Name Content Area PRK RSO GEO RIT NCE STN STS GEI RSI PCT
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Heart Online Multiple Assessments I nformation to be I mported
Enter an A in the appropriate
column to indicate what type of
score will be used to compute
achievement levels f or a test (ie, if
PRK is used to compute achievement
levels f or Test 1, type the letter A
in the corresponding cell). Only one
score type can be used per test.
PRK = Percentile Rank
RSO = Raw Score (ordinal)
GEO = Grade Equivalent (ordinal)
RIT = RI T score (NWEA tests)
NCE = National Curve Equivalent
STN = Stanine score
STS = Standard Score
GEI = Grade Equivalent (interval)
RSI = Raw Score (interval)
PCT = Percent (percent correct)
Enter the test
name as you want
it to appear on
graphs and tables.
Remember that
long test names
may not print well,
but short names
will not describe
the test clearly.
You may enter as
many as ten (10)
diff erent tests.
Reading
Math
Science
etc.
The low cut (lo) represents the
highest score that is part of the low
band (below proficient). The high cut
(hi) represents the lowest score that
is part of the high band (advanced).
Enter the cut scores f or all grades f or
which there are data in the import.
PRK = Percentile Rank
RSO = Raw Score (ordinal)
GEO = Grade Equivalent (ordinal)
RI T = RI T score (NWEA tests)
NCE = National Curve Equivalent
STN = Stanine score
STS = Standard Score
GEI = Grade Equivalent (interval)
RSI = Raw Score (interval)
PCT = Percent (percent correct)
What district-wide multiple assessments do
you intend to import? HEART needs details
about the assessments.
Planned Assessment File
Test Name Content Area PRK RSO GEO RIT NCE STN STS GEI RSI PCT
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Heart Online Multiple Assessments I nformation to be I mported
Enter the test
name as you want
it to appear on
graphs and tables.
Remember that
long test names
may not print well,
but short names
will not describe
the test clearly.
You may enter as
many as ten (10)
diff erent tests. Examples of test names currently used in HEART and
how they appear.
Planned Assessment File
Test Name Content Area PRK RSO GEO RIT NCE STN STS GEI RSI PCT
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Heart Online Multiple Assessments I nformation to be I mported
Enter the test
name as you want
it to appear on
graphs and tables.
Remember that
long test names
may not print well,
but short names
will not describe
the test clearly.
You may enter as
many as ten (10)
diff erent tests.
To encourage standardization, Great Prairie AEA will support common multiple assessment naming practices.
Examples of likely supported names:
ASVAB
BRI (Basic Reading Inventory)
Explore Reading (ACT)
ICAM Comprehending Literature
ITP Constructed Response Math
Plan Reading (ACT)
SCASS Weather Maps
Star Reading
TIMSS
Works Keys (ACT)
Planned Assessment File
Test Name Content Area PRK RSO GEO RI T NCE STN STS GEI RSI PCT
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Heart Online Multiple Assessments I nformation to be Imported
Enter the test
name as you want
it to appear on
graphs and tables.
Remember that
long test names
may not print well,
but short names
will not describe
the test clearly.
You may enter as
many as ten (10)
diff erent tests.
Reading
Math
Science
etc.
What other content areas will have multiple assessments?
Again, standardization of naming will be encouraged
(Example: Social Studies)
Planned Assessment File
Test Name Content Area PRK RSO GEO RI T NCE STN STS GEI RSI PCT
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Heart Online Multiple Assessments I nformation to be Imported
Enter an A in the appropriate
column to indicate what type of
score will be used to compute
achievement levels f or a test (ie, if
PRK is used to compute achievement
levels f or Test 1, type the letter A
in the corresponding cell). Only one
score type can be used per test.
PRK = Percentile Rank
RSO = Raw Score (ordinal)
GEO = Grade Equivalent (ordinal)
RIT = RI T score (NWEA tests)
NCE = National Curve Equivalent
STN = Stanine score
STS = Standard Score
GEI = Grade Equivalent (interval)
RSI = Raw Score (interval)
PCT = Percent (percent correct)
Enter the test
name as you want
it to appear on
graphs and tables.
Remember that
long test names
may not print well,
but short names
will not describe
the test clearly.
You may enter as
many as ten (10)
diff erent tests.
Reading
Math
Science
etc.
The low cut (lo) represents the
highest score that is part of the low
band (below proficient). The high cut
(hi) represents the lowest score that
is part of the high band (advanced).
Enter the cut scores f or all grades f or
which there are data in the import.
PRK = Percentile Rank
RSO = Raw Score (ordinal)
GEO = Grade Equivalent (ordinal)
RI T = RI T score (NWEA tests)
NCE = National Curve Equivalent
STN = Stanine score
STS = Standard Score
GEI = Grade Equivalent (interval)
RSI = Raw Score (interval)
PCT = Percent (percent correct)
Planned Assessment File
TYPES of District-wide Multiple Assessment Scores that can be Imported into HEART
(Source: Using Data to Improve Student Achievement, Deborah Wahlstrom)
PRK Percentile Rank
Percentile ranks express the percentage of scores in the norming group that are less than or equal to the raw score. Percentile scores are the most commonly reported scores and are best used to describe a student’s standing in relation to the norming group at the time of testing. National Percentile Rank is a score that shows how a student performed in relation to a group of students who were tested under the same conditions at the same time of the year during national standardization. If a student received a percentile rank of 68 on a nationally normed test, the student scored at or better than 68 percent of the individuals in the norm group.
RSO Raw Score (Ordinal)
The number of questions or items that a student answers correctly on a test. A score that has not had anything done to it – has not been converted or transformed to any other scoring system. Raw scores are converted to other scoring systems such as percentile rank, scaled scores, and percent correct scores.
GEO Grade Equivalent (Ordinal)
Grade equivalent scores are used to relate a given student’s test score to the average score of other students who took the test based on grade and month.
RIT RIT score (NWEA only)
The score indicates the current learning level for a student. The level tests also provide a percentile score that compares a student with other students at the same grade across the nation who have taken the tests. RIT scores range from approximately 150-250. (Source: NWEA Parent Guide)
NCE Normal Curve Equivalent
Normal curve equivalent scores are standard scores based on the normal curve. NCE’s have a standard deviation of approximately 21 so that the range of probable scores is 1 – 99. NCE’s are commonly used with the measurement of performance in federal programs such as Title 1.
STN Stanine A standard score system that represents groupings of percentile ranks into a nine-unit scale. A stanine is one of the steps in this nine-point scale of standard scores.
TYPES of District-wide Multiple Assessment Scores that can be Imported into HEART
(Source: Using Data to Improve Student Achievement, Deborah Wahlstrom)
STS Standard Score A scoring system designed to show student performance on an achievement test. A standard score is expressed as a deviation from a population mean. Standard scores may also be called growth scale values, developmental standard scores, and scaled scores. Each scoring system has its own units to represent the scores. Thus, a scaled score of 388 on one test may not be the same as a scaled score of 388 on another test. Standard scores have equal interval units of measurement, so you can use them to compute averages and gains. Examples of standard score systems include T-scores, Z-scores, stanines, and Normal Curve Equivalents. Standard scores can be used to compare a student’s standing on two or more different tests.
GEI Grade Equivalent (Interval)
Grade equivalent scores are used to relate a given student’s test score to the average score of other students who took the test based on grade and month.
RSI Raw Score Interval
The number of questions or items that a student answers correctly on a test. A score that has not had anything done to it – has not been converted or transformed to any other scoring system. Raw scores are converted to other scoring systems such as percentile rank, scaled scores, and percent correct scores.
PCT Percent Scores that represent the percentage of test items a student answers correctly. Percent correct scores are calculated by dividing the number of questions a student answered correctly by the number of questions he or she could have answered correctly and then multiplying by 100.
Ordinal A way of measuring that ranks (puts them in order) on some variable. The difference between the ranks need not be equal.
Interval A scale or measurement that describes variables in such a way that the distance between any two adjacent units of measure (or intervals) is the same, but in which there is no meaningful zero point.
PRK Percentile Rank 1-99 (actually >0 and <100) Ordinal scale – not equal intervals
RSO Raw Score (ordinal)
Numeric scale 0-?? Ordinal scale – not equal intervals Rubric scores, other ratings of level
GEOGrade Equivalent
(ordinal) Typical for grade equivalents on most tests Ordinal scale – not equal intervals
RITRIT score (NWEA
testing only) Interval scale special standard score scale used in
NWEA tests
NCENormal Curve
Equivalent Interval scale specialized standard score
STN Stanine Interval scale specialized standard score
STS Standard Score Interval scale general standard scores Numeric scale – accepts values greater than 0
GEIGrade Equivalent
(interval) ITBS and ITED grade equivalent scores Interval scale
RSI Raw Score Interval Raw score from tests Interval scale, equal intervals
PCT Percent
Percent correct is typical 0-100 Interval scale
Test Name Content Area PRK RSO GEO RI T NCE STN STS GEI RSI PCT
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Heart Online Multiple Assessments I nformation to be Imported
Enter an A in the appropriate
column to indicate what type of
score will be used to compute
achievement levels f or a test (ie, if
PRK is used to compute achievement
levels f or Test 1, type the letter A
in the corresponding cell). Only one
score type can be used per test.
PRK = Percentile Rank
RSO = Raw Score (ordinal)
GEO = Grade Equivalent (ordinal)
RIT = RI T score (NWEA tests)
NCE = National Curve Equivalent
STN = Stanine score
STS = Standard Score
GEI = Grade Equivalent (interval)
RSI = Raw Score (interval)
PCT = Percent (percent correct)
Enter the test
name as you want
it to appear on
graphs and tables.
Remember that
long test names
may not print well,
but short names
will not describe
the test clearly.
You may enter as
many as ten (10)
diff erent tests.
Reading
Math
Science
etc.
The low cut (lo) represents the
highest score that is part of the low
band (below proficient). The high cut
(hi) represents the lowest score that
is part of the high band (advanced).
Enter the cut scores f or all grades f or
which there are data in the import.
PRK = Percentile Rank
RSO = Raw Score (ordinal)
GEO = Grade Equivalent (ordinal)
RI T = RI T score (NWEA tests)
NCE = National Curve Equivalent
STN = Stanine score
STS = Standard Score
GEI = Grade Equivalent (interval)
RSI = Raw Score (interval)
PCT = Percent (percent correct)
Cut scores ARE NOT a guess, an
arbitrary decision, a dart throw, a roll of
the dice, or one person’s opinion.
Planned Assessment File
2. Import Other Test InformationIowa Tests of Basic Skills
Interpretive Guidance:PROFICIENCY
For purposes of NCLB, the achievement of Iowa students is described in NPR score ranges as Low, Intermediate, and High. Students with NPRs of 1 to 40 are in the Low
level, those with NPRs from 41 to 89 are in the Intermediate level, and those with values from 90 to 99 are in the High level. Each state is required to decide
which levels of achievement are considered proficient and less-than-proficient. In Iowa, the Low level as defined
above is “Less-than-Proficient” and the Intermediate and High levels together are regarded as “Proficient”.
Define proficiency
2. Import Other Test InformationEXAMPLE: ITBS 4th Grade Reading Comprehension
Achievement Level Descriptors
Low: Seldom understands factual information or new words in context. Sometimes is able to make inferences and interpret either non-literal language or information in new contexts. Rarely can determine a selection’s main ideas or analyze its style and structure.
Intermediate: Usually understands factual information and new words in context. Often is able to make inferences and interpret either non-literal language or information in new contexts. Usually can determine a selection’s main ideas and analyze its style and structure.
High: Understands factual information and new words in context, is able to make inferences, can interpret either non-literal language or information in new contexts, and can determine a selection’s main ideas and analyze its style and structure.
Describe proficiency
2. Import Other Test Information
EXAMPLE: ITBS 4th Grade Mathematics (Math Total)Achievement Level Descriptors
Low: Sometimes can understand math concepts. Seldom is able to solve word problems, use estimation methods, or interpret data from graphs and tables.
Intermediate: Usually can understand math concepts, solve word problems, and interpret data from graphs and tables. Sometimes is able to use estimation methods.
High: Understands math concepts, solves word problems, and interprets data from graphs and tables. Usually is able to use estimation methods.
Describe proficiency
2. Import Other Test Information
MODULES
Reading Comprehending Literature (4, 8, and 11)Comprehending Academic TextsComprehending Functional TextsLiterary Elements & Techniques
Mathematics Problem-Solving Process & StrategiesNumber Concepts & Operations (4 and 8)MeasurementGeometryData Analysis, Statistics, & ProbabilityPatterns, Functions and Algebra (11)Solving Work-Related Math Problems
ICAM example
2. Import Other Test Information
Points
Earned
01234567891011121314151617181920
Level 1
Level 2
Level 3
I CAM 4th Grade Mathematics: Number Concepts and Operations
Achievement Level Descriptions
Score Conversion Table
I s beginning to develop an understanding
about whole numbers, f ractions, decimals,
percents, and mixed numbers; and is
beginning to develop the ability to solve
problems using number concepts.
Understands little about whole numbers,
f ractions, decimals, percents,and mixed
numbers; is generally unable to solve
problems using number concepts.
Understands whole numbers, f ractions,
decimals, percents, and mixed numbers; is
developing the ability to solve problems
using number concepts.
Form Z
Achievement Levels
2. Import Other Test Information
Points
Earned
01234567891011121314151617181920
Level 1
Level 2
Level 3
I CAM 4th Grade Mathematics: Number Concepts and Operations
Achievement Level Descriptions
Score Conversion Table
I s beginning to develop an understanding
about whole numbers, f ractions, decimals,
percents, and mixed numbers; and is
beginning to develop the ability to solve
problems using number concepts.
Understands little about whole numbers,
f ractions, decimals, percents,and mixed
numbers; is generally unable to solve
problems using number concepts.
Understands whole numbers, f ractions,
decimals, percents, and mixed numbers; is
developing the ability to solve problems
using number concepts.
Form Z
Achievement Levels
The selection of cut points
is a judgmental
decision that should be made only
after content experts have reviewed the actual items on the test.
Descriptions about what students know and can do in relationship to the content
standards.
3. Import Other Student Achievement Data
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A B C D E F G H I J K L M N O P Q R S T U V W X Y Z AA AB AC AD AE AF AG AH AI AJ AK AL AM AN AO APRed columns
are not
currently
used
Yellow
columns are
required. End - fi ll this column with periods down to the last row with data.
Last Name First Name
Birth
Date
Gende
r Grade
State Building
I D ––
State
Student I D Am I nd
Asian/ P.
I sl Af r. Am. Hisp White –– –– –– FAY I EP ––
Free/
Reduced –– ELL Migrant –– –– –– ––
District
Student
I D
Test
Year
Test
Month
Test
Name PRK RSO GEO RI T NCE STN STS GEI RSI PCT .
I n the Test Name column, insert exact test name as listed in
planned assessments fi le and fi ll down to the bottom of the column
of data (The import requires an exact match on test name.)
Student Demographic and
Achievement DataPaste data in the column that represents the data type
being imported.
Student Data File:
Demographic and Achievement Data Template
3. Import Other Student Achievement DataRed columns
are not
currently
used
Last Name First Name
Birth
Date Gender Grade
State Building
I D ––
State Student
I D Am I nd
Asian/P.
I sl Af r. Am. Hisp White ––
–– –– FAY I EP –– Free/ Reduced –– ELL
Migrant –– –– –– ––
District
Student I D Test Year Test Month
Test Name PRK RSO GEO RI T NCE STN STS GEI RSI PCT .
Paste data in the columns that represent the data type being imported
End - fi ll this column with
periods down to the last row
with data.
I n the Test Name column, insert exact test name as listed in planned assessments fi le and fi ll down to
HEART Multiple Assessment
Student Data File
Yellow columns are required.
3. Import Other Student Achievement Data
Field Required Comments
Last name X Use exact spelling as the student import file
First name X Use exact spelling as the student import file
Date of birth X Use mm/dd/yyyy or mm/dd/yy
Gender X Use F or M
Grade X Use K-12 or 00, 01, – 12.
Building name X Building name (as spelled in HEART)
State student ID X Use state assigned student ID numbers here
Ethnic – American Indian
X Mark only one ethnic code per student by putting a 1 in the correct column.
Ethnic – Asian, Pacific Islander
Ethnic – African American/Black
Ethnic – Hispanic
Ethnic - White
FAY OUsed for ITP/NCLB: 0 = not FAY building or district, 1 = FAY district, not building, 2 = FAY in
both
IEP X Use: 1 = special education, blank or 0 for non-special education
Free/Reduced X Use: 1 = free/reduced, blank or 0 for non-free/reduced
ELL X Use: 1 = ELL, blank or N for non-ELL
Migrant X Use: 1 = migrant, blank or 0 for non-migrant
District student ID O Recommended until transition to State ID is completed
Year Tested* X Use: 4 digit year at time of testing (2004)
Month Tested* X Use: 1-2 digit month of testing (i.e., 9 = Sept., 12 = Dec.)
Refer to these Data Field Definitions when completing
the Student Data File
3. Import Other Student Achievement Data
Field Required Comments
Last name X Use exact spelling as the student import file
First name X Use exact spelling as the student import file
Date of birth X Use mm/dd/yyyy or mm/dd/yy
Gender X Use F or M
Grade X Use K-12 or 00, 01, – 12.
Building name X Building name (as spelled in HEART)
State student ID X Use state assigned student ID numbers here
Ethnic – American Indian
X Mark only one ethnic code per student by putting a 1 in the correct column.
Ethnic – Asian, Pacific Islander
Ethnic – African American/Black
Ethnic – Hispanic
Ethnic - White
FAY OUsed for ITP/NCLB: 0 = not FAY building or district, 1 = FAY district, not building, 2 = FAY in
both
IEP X Use: 1 = special education, blank or 0 for non-special education
Free/Reduced X Use: 1 = free/reduced, blank or 0 for non-free/reduced
ELL X Use: 1 = ELL, blank or N for non-ELL
Migrant X Use: 1 = migrant, blank or 0 for non-migrant
District student ID O Recommended until transition to State ID is completed
Year Tested* X Use: 4 digit year at time of testing (2004)
Month Tested* X Use: 1-2 digit month of testing (i.e., 9 = Sept., 12 = Dec.)
3. Import Other Student Achievement DataRed columns
are not
currently
used
Last Name First Name
Birth
Date Gender Grade
State Building
I D ––
State Student
I D Am I nd
Asian/ P.
I sl Af r. Am. Hisp White ––
–– –– FAY I EP –– Free/ Reduced –– ELL
Migrant –– –– –– ––
District
Student I D Test Year Test Month
Test Name PRK RSO GEO RI T NCE STN STS GEI RSI PCT .
Paste data in the columns that represent the data type being imported
End - fi ll this column with
periods down to the last row
with data.
I n the Test Name column, insert exact test name as listed in planned assessments fi le and fi ll down to
HEART Multiple Assessment
Student Data File
Yellow columns are required.
All student information must be exactly the
same as the
Student Information imported previously.
If not:
DATA CLEAN-
UP!
3. Import Other Student Achievement DataRed columns
are not
currently
used
Last Name First Name
Birth
Date Gender Grade
State Building
I D ––
State Student
I D Am I nd
Asian/ P.
I sl Af r. Am. Hisp White ––
–– –– FAY I EP –– Free/ Reduced –– ELL
Migrant –– –– –– ––
District
Student I D Test Year Test Month
Test Name PRK RSO GEO RI T NCE STN STS GEI RSI PCT .
Paste data in the columns that represent the data type being imported
End - fi ll this column with
periods down to the last row
with data.
I n the Test Name column, insert exact test name as listed in planned assessments fi le and fi ll down to
HEART Multiple Assessment
Student Data File
Yellow columns are required.
The Test Name
must be exactly the
same as the
Planned Assessmen
t File Name
imported previously.
If not:
BAD IMPORT!
3. Import Other Student Achievement DataRed columns
are not
currently
used
Last Name First Name
Birth
Date Gender Grade
State Building
I D ––
State Student
I D Am I nd
Asian/ P.
I sl Af r. Am. Hisp White ––
–– –– FAY I EP –– Free/ Reduced –– ELL
Migrant –– –– –– ––
District
Student I D Test Year Test Month
Test Name PRK RSO GEO RI T NCE STN STS GEI RSI PCT .
Paste data in the columns that represent the data type being imported
End - fi ll this column with
periods down to the last row
with data.
I n the Test Name column, insert exact test name as listed in planned assessments fi le and fi ll down to
HEART Multiple Assessment
Student Data File
Yellow columns are required.
All student scores
must be entered as the same
type as the Planned
Assessment imported previously.
If not:
BAD IMPORT!
3. Import Other Student Achievement Data
Red columns
are not
currently
used
Yellow
columns are
required.
Last Name First Name
Birth
Date Gender Grade
State Building
I D ––
State
Student I D Am I nd
Asian/ P.
I sl Af r. Am. Hisp
HEART Multiple Assessment
Student Data File
Test Name Content Area PRK RSO GEO RI T NCE STN STS GEI RSI PCT
lo
cut
K
hi
cut
K
lo
cut
1
hi
cut
1
lo
cut
2
hi
cut
2
lo
cut
3
hi
cut
3
lo
cut
4
hi
cut
4
lo
cut
5
hi
cut
5
lo
cut
6
hi
cut
6
lo
cut
7
hi
cut
7
lo
cut
8
hi
cut
8
lo
cut
9
hi
cut
9
lo
cut
10
hi
cut
10
lo
cut
11
hi
cut
11
lo
cut
12
hi
cut
12
Templates for your data are available from Evan, Julie, Lisa or the
GPAEA website
3. Import Other Student Achievement Data
Red columns
are not
currently
used
Yellow
columns are
required.
Last Name First Name
Birth
Date Gender Grade
State Building
I D ––
State
Student I D Am I nd
Asian/ P.
I sl Af r. Am. Hisp
HEART Multiple Assessment
Student Data File
Good News for ICAM and NWEA Users!
•This HEART file does NOT need to be created if you can provide your original data disks or data files. They will import directly.
•A Student Information File still needs to be imported if there is achievement data for students other than those in the ITBS/ITED bar code file.
•A Planned Assessment File still needs to be imported first.
HEART District-Wide Multiple Assessments
Three New Practices to be Prepared to Use Other District-Wide
Multiple Assessments in HEART
1. Import Other Student Information2. Import Other Test Information3. Import Other Student Achievement
Data
Evan McCormick, HEART Online [email protected] ext. 1298District-Wide Student Achievement Data: ITBS/ITED Generating Graphs, Analysis, UseDistrict-Wide Student Achievement Data: Multiple Measures in HEAR T (ICAM, BRI, local assessments)HEART assessment data connections: CSIP, IPDM, IDM, SINAHEART Student Behavior ComponentHEART Online Technical Assistance Manual
Julie-A. Barwick,HEART Online Technology [email protected] ext. 5250User setupClassroom setupStudent class assignment setupStudents records cleaningOver-the-phone technology technical assistance/coaching for HEART data management
Lisa Sines,HEART Online Data [email protected] ext. 5230Maintains list of local school HEART Online contacts: HEART District Coordinators, HEART ManagersReceives school data disks (ITBS & ITED) and student bar code files from LEAs annually to be imported into HEART OnlineReturns data disks & student bar code files to schools