Kentucky Department of Education 2017-18 KSIS Mid-Year Training

KDE Media Portal and State Board Room (514), The 300 Building, Frankfort January 10, 2018

9:30 a.m. (ET) / 8:30 a.m. (CT)

Welcome and Participation Information

Becky JenkinsOffice of Education Technology (OET)

Division of School Data Services

Participation information

For the KDE media portal, right click and open the hyperlink or copy/paste it into your browser -http://mediaportal.education.ky.gov/watch-live

To ask questions, right click and open the hyperlink or copy/paste it into your browser - http://app.gosoapbox.comAccess Code: KDEData

Have a technical issue? Contact your district technician. Presentation slides and training agenda - KDE KSIS Training

Web page Want EILA credit? Register and complete the post-

training survey.

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5

Start (ET) Session Presenter

9:30 Welcome & Participation Information Becky Jenkins, Office of Education Technology (OET), Division of School Data Services502-564-2020 x 2475

9:35 Course Codes: A Path toward Equitable Access

Robin McCoy, Office of Teaching and Learning (OTL),502-564-9850 x 4044Lisa Keeter, OET, Division of School Data Services502-564-2020 x 2462

10:35 Break

10:50 Intervention Tab Documentation and Guidance

Jarrod Slone, OTL, Division of Learning Services502-564-4970 x 4117

11:20 Every Student Succeeds Act (ESSA) data -What's new?

Dede Conner, OET, Division of School Data Services502-564-2020 x 2208

11:50 Lunch1:00 SAAR Guidelines Ronda Devine, Office of Finance Operations (OFO), Division of District Support

502-564-5279 x 4444

1:30 Interim Alternative Educational Setting (IAES)

Amy Patterson, OTL, Division of Learning Services502-564-4970 x 4513

1:45 Adjusted Cohort Graduation Rate Student Listing in Student Data Review and Reporting (SDRR)

David Curd, Office of Assessment & Accountability (OAA), Division of Accountability Data and Analysis502-564-9853 x 4744

2:15 Break2:30 Guide the Future of Early Warning Eric Gordee, Infinite Campus

3:00 Adjourn 6

Course Codes: A Path toward Equitable Access

9:35 a.m. (ET)

Ask questions and interact with presenters through GoSoapBox: http://app.gosoapbox.com

Access Code: KDEData

Course Codes:A Path Toward Equitable Access

Robin McCoy, Comprehensive Guidance Counseling Program Coordinator

Office of Teaching and Learning

Lisa Keeter, KSIS Service ConsultantOffice of Education Technology

2017-18 Mid-Year Training

Course Codes Project—A Path Toward Equitable Access

For the past year, Kentucky Department of Education (KDE) has been working on a state course code project under the direction of Commissioner Pruitt to ensure Kentucky is providing equitable opportunity and access to student experiences that impact student success.

The project resulted in an alignment of academic state course codes to Kentucky Academic Standards and an alignment to Kentucky’s new Accountability System, 703 KAR 5:270, which measures opportunity and access provided to students across Kentucky.

8Robin McCoy

Course Codes Project—A Path Toward Equitable Access

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Outcomes:1. Kentucky Academic Standards (KAS) are aligned to

courses. 2. Course codes reflect the alignment of standards

resulting in: New Course Codes

Discontinued Course Codes

Updated Course Code Descriptions

3. A searchable database for course codes and KAS is in development.

Robin McCoy

Course Codes Project—A Path Toward Equitable Access

On January 15, KDE will release updated Kentucky Academic State Course Code Lists for school year 2018-19. ● The lists contain all Kentucky state course

codes, names, and descriptions along with the eligible certifications to teach each course.

10Robin McCoy

11Robin McCoy

Course Codes Project—A Path Toward Equitable Access▶ In addition to the Kentucky Academic State Course Code Lists, the following

resources will be released:

● a comprehensive list of all changes,

● a list of deprecated (discontinued) courses and suggestions for replacement codes,

● course standards documents,

● guidance documents for state course code 909999 and our new dual credit placeholder state course code,

● updated data standards for course scheduling and dual credit (under revision),

● a list of courses that will be tracked for rich curricula under Opportunity and Access

● a list of courses that offer an End-of-Course exam,

● and a list of frequently asked questions.

Course Codes Project—A Path Toward Equitable AccessSome of the significant changes include:

• the alignment of Kentucky Academic Standards (KAS) to academic state course codes,

• new general education dual credit state course codes (under revision),

• a new dual credit placeholder state course code,• the deprecation of all immersion state course codes,• a new state course code for students attending Gatton

or Craft Academies,12

Robin McCoy

Course Codes Project—A Path Toward Equitable Access

Continuation of the significant changes:

• an integrated pathway that facilitates the coverage of all high school required KAS for math,

• integrated and conceptual pathways that facilitate the coverage of all high school required KAS for science,

• the deprecation of all “other,” “special topics,” and “independent study courses,”

• and the deprecation of all elementary school “self-contained” state course codes.

13Robin McCoy

Course Codes Project—A Path Toward Equitable Access

State course code documents and resources can be accessed on Kentucky’s Uniform Academic Course Codes webpage on Monday, Jan. 15, 2018.

14Robin McCoy

Course Codes Project—A Path Toward Equitable Access KDE Virtual Office Hours

● January 22-January 26: KDE will host daily virtual “office hours” via Google Hangoutsfor school leaders to ask questions of the KDE consultants and each other. Please use the following link to participate: KDE Course Code Office Hours

To pre-submit questions, please use the Google form link: KDE Office Hours Question Submission Form

● Office hours will be arranged by topic. The “topic” of the office hour is specific to how the state course code project can impact the scheduling decisions made by districts.

● KDE consultants will be on the call to facilitate the conversation and answer questions. However, this is also a chance for school leaders to share with one another ideas and thoughts.

● The first 15 minutes of all office hours will cover general scheduling questions using the state course codes.

● The last 45 minutes of all office hours will be for districts to ask specific questions of the consultants.

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Course Codes Project—A Path Toward Equitable Access

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● Dates, Times and Topics

Monday, January 22:

10-11am ET: General questions regarding state course codes

2-3pm ET: Science and Math

Tuesday, January 23:

10-11am ET: Social Studies and ELA

2-3pm ET: AP/IB/CAI, Interventions and Immersion

Wednesday, January 24:

10-11am ET: Special Education (Alternate Diploma) and Online Courses

2-3pm ET: Kentucky Academic Standards, Health/PE and Visual and Performing Arts

Thursday, January 25:

10-11am ET: Scheduling at the elementary and middle school level

2-3pm ET: Career and Technical Education (CTE)

Friday, January 26:

10-11am ET: Dual Credit

2-3pm ET: General questions regarding state course codes

Virtual Office Hours

Robin McCoy

Accountability: Opportunity and AccessTracking Rich Curricula

17Robin McCoy

Opportunity and Access

Rich curricula in visual and performing arts; health and physical education; science and social studies; career exploration including career and technical education courses, other courses that focus on essential skills and co-curricular learning and leadership experiences (middle school); career and technical education including specialized career pathways in state and regional high demand sectors as approved by the Kentucky Workforce Innovation Board and essential skills demonstrated as part of a Work Ethics Certification (high school).

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Regulation Reminder

Robin McCoy

Opportunity and Access

19Robin McCoy

Indicates “under development”

Opportunity and Access: Elementary

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Tracking access to all four areas of study.

Tracking access by “hours per year” of instruction.

Under development

Robin McCoy

Opportunity and Access: Middle

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Tracking access to all five areas of study.

The measurement will differ from elementary school.

Measurement is under development.

Robin McCoy

Opportunity and Access: High

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Measurement is under development.

Robin McCoy

Measurement is under development.

Measurement is under development.

Opportunity and Access: ElementarySchool Schedule

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Opportunity and Access: MiddleSchool Schedule

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Opportunity and Access: Elementary and Middle Tracking Requirement

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REMINDER

Robin McCoy

Opportunity and Access: Elementary and Middle Tracking Requirement

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Populating Instructional Time at the section level will override the course value.

Robin McCoy

Opportunity and Access: Elementary and Middle Tracking Requirement

Instructional Time field is planned for a February 14 release with Campus.1805.● Instructional Time data is required for 2018-19.● Populating Instructional Time for the current

year, will enhance reporting for 2017-18.

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Accountability: Transition ReadinessAcademic Readiness Indicator

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Transition Readiness

To be considered academic ready, a student must:● Score at or above the benchmark score as determined by the Council on

Postsecondary Education (CPE) on the college admissions examination; or ● Complete six or more hours of Kentucky Department of Education-approved dual

credit and receiving a course grade of B or higher in each course; or ● Complete two or more advanced placement (AP) courses and receiving a score of

three or higher on each AP assessment; or ● Receive a score of five or higher on two examinations for International

Baccalaureate courses; or ● Score at or above the benchmark on two or more Cambridge Advanced International

examinations; or● Complete a combination of academic readiness indicators listed above.

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Regulation Reminder

Robin McCoy

**Students also may demonstrate academic readiness in quantitative reasoning or natural sciences and written or oral communication, or arts and humanities, or social and behavioral sciences learning outcomes.

Transition Readiness

To be considered career ready, a student must: ● Score at or above the benchmark on industry certifications as

approved by the Kentucky Workforce Innovation Board on an annual basis; or

● Score at or above the benchmark on the career and technical education end-of-program assessment, formally Kentucky Occupational Skill Standards Assessment (KOSSA) for articulated credit; or

● Complete six or more hours of Kentucky Department of Education-approved CTE dual credit, and receiving a grade of B or higher in each course; or

● Complete a Kentucky Department of Education-approved or labor cabinet-approved apprenticeship; or

● Complete a Kentucky Department of Education-approved alternate process to verify exceptional work experience.

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Regulation Reminder

Robin McCoy

Tracking “Department-approved Dual Credit” (General Education)● Local school districts shall utilize released department

approved dual credit course codes (release date TBD) to demonstrate student enrollment in department approved dual credit coursework in the KY student information system.

● Local school districts shall record student enrollment in the KY student information system utilizing the appropriate course code by October 1 of fall term and March 1 of spring term.

● Course naming for department-approved dual credit courses must adhere to the naming practices outlined in the dual credit data standard (release date TBD) .

31Robin McCoy

Dual Credit Placeholder State Course Code The dual credit placeholder state course code 950001, should be used only as

a dual credit course placeholder. State course code 950001 should be used when a student is registering for a

dual credit course that occurs during the school day but the course has not been verified by the high school or postsecondary institution at the time of scheduling. The student may be taking courses online or attending courses on a college/university’s campus.

Once verification has taken place by the high school and the postsecondary institution partner, students should be withdrawn from the dual credit placeholder course and be placed in the official dual credit course utilizing the content specific state course code.

The start date of the content specific course should be the high school term start date. All schedule changes that involve the dual credit placeholder should be completed by October 1 for the fall semester and by March 1 for the spring semester.

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Course Codes Project—A Path Toward Equitable Access

Please email CourseCodes@education.ky.gov with any questions.

Reminder: January 22-January 26: KDE will host daily virtual “office hours” via Google Hangouts for school leaders to ask questions of the KDE consultants and each other.

Please use the following link to participate: KDE Course Code Office Hours

To pre-submit questions, please use the Google form link: KDE Office Hours Question Submission Form

33Robin McCoy

Intervention Tab Documentation and Guidance

10:50 a.m. (ET)

Ask questions and interact with presenters through GoSoapBox: http://app.gosoapbox.com

Access Code: KDEData

Intervention Tab Documentation and Guidance

Jarrod S. Slone, Intervention ConsultantOffice of Teaching and Learning

Division of Learning Services

2017-18 Mid-Year Training

What’s new for 2017-18? High school benchmark entry is no longer required All K-3 Tier 2 or 3 interventions that start after

January 1, 2018, must be entered into the tab Optional for January through June 2018,

schools may document “Daytime” in the Comments 1 box for all ESS Daytime Waiver students.

Optional pre-school Intervention tab use. Contact pre-school for details.

36Jarrod S. Slone

Reminder: All school personnel who enter records into the Intervention tab MUST be granted tool rights to the PLP Intervention Tab and should have access to the PLP Intervention Data report.

Required users for the Intervention tab

● Focus Schools (beyond third year)– All novice students Focus Schools become Comprehensive System of

Improvement (CSI) schools in 18-19

● All ESS – all students served by ESS ● All students served with Mathematics Achievement

Fund or Read to Achieve Grant● All K-3 students enrolled on or after January 1, 2018,

in Tier 2 and 3 interventions must have their interventions entered into the tab

37Jarrod S. Slone

How to enter a record into the Intervention tab

For more information on how to input student records into Infinite Campus, please download the Data Standard-Intervention.

For additional resources for the Intervention tab, visit the Infinite Campus Intervention Tab page on the KDE website.

38Jarrod S. Slone

Required information in Intervention tab for ESS and Intervention students

Required Fields(beginning and during the year):• Start date• Tier Status• Intervention Type• Intervention Content Area• Intervention Materials• Materials Code• Intervention Staff• Delivery Location• Delivery Method• Frequency• Duration

Required Fields(end of year or exit of intervention):• All above plus

• End date• Student Service

Results• Total Hours Served

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To see a report of students previously enrolled in or to check current intervention records in your district

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PLP Intervention Data Report Options

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FYI KDE will pull intervention data on Oct. 30,

Jan. 30 and March 30 to conduct random reviews. Feedback will be sent to the KSIS contact and superintendent listed in Open House for each district.

All intervention data must be entered, end dated and finalized by June 30.

Most ESS data is due by June 30 as well. ESS Summer School data is due by Sep. 30. All ESS coordinators should double check data for quality issues.

42Jarrod S. Slone

Common Issues

All records MUST have an end date and service results by the end of the year. ● If the student exits the intervention earlier,

enter the closing information at that time. New records should not be created each

quarter for a continuing intervention. If multiple records are created for the same

intervention, a district user will be responsible for combining those records.

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Common Issues

If a child changes tier levels in a subject area ● Original tier record should be end dated and

marked as a “2: Exited to Another Intervention”

● Create a new record for the new tierFor example, when exiting from a Tier 3 math

intervention to a Tier 2 math intervention

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Common Issues with Student Service Results

Code “3: Continue in Intervention” is to be used at the end of the school year, not during the course of the year. This continues to be the most common error on the tab.

Do not use “5: Graduated-did not meet goals” for elementary or middle school

If using “6: Other” in the exit criteria, the service results must be described in the Student Service Results Other box

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Common Issues

Intervention Type● Type 2: ESS● For all students serviced through ESSOutside of the school dayDuring the school day if a daytime waiver has

been submitted and approved by KDEStudents served by Gear Up, Save the Children,

etc.

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Common Issues

Intervention Type● Type “8: Other”● If this option is used, the content area must

be described ● Description may not be the same as the

other seven options or a combination of them

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Common Issues Intervention Materials

● If using “5: Vendor Program”, the vendor code list on the Infinite Campus Intervention Tab Materials Reference and Code Sheet must be used. If a vendor used by the district is not listed, please email Jarrod S. Slone at jarrod.slone@education.ky.gov and a code will be assigned.

● If using “7: Other”, contact Jarrod S. Slone at jarrod.slone@education.ky.gov or April Pieper at april.pieper@education.ky.gov.

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Intervention Tab – A Work in Progress…

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Questions

Jarrod S. Slone, Intervention Consultant●Jarrod.slone@education.ky.gov

50Jarrod S. Slone

ESSA ChangesWhat’s New In Data Collections

11:20 a.m. (ET)

Ask questions and interact with presenters through GoSoapBox: http://app.gosoapbox.com

Access Code: KDEData

ESSA ChangesWhat’s New In Data Collections

Dede Conner, DirectorOffice of Education Technology

Division of Student Data Services

2017-18 Mid-Year Training

ESSA ChangesWhat’s New In Data Collections Alphabet soup? KY Data Dashboard KY Accountability System

● Transition Readiness● Opportunity and Access

Disaggregated reporting What’s next?

53Dede Conner

Alphabet Soup? ESSA – Every Student Succeeds Act

● Reauthorizes Elementary and Secondary Education Act (ESEA)

● Replaces 2002 No Child Left Behind (NCLB) law CSP – Consolidated State Plan **pending approval**

● Each State submitted education plan that aligns to ESSA.

● Kentucky plan submitted, Sept. 18, 2017● Current Status?

54Dede Conner

Kentucky Accountability System Proposed Data Measures

“Kentucky’s new accountability system has been developed by a very inclusive process, with the input of thousands of Kentuckians. The proposed accountability system focuses on students – ensuring they are well-rounded, transition-ready, and prepared with knowledge, skills and dispositions to successfully pursue the pathway of their choice after graduating from high school. The system has several key goals:

• Promote higher levels of student learning and achievement

• Reduce achievement gaps and ensure equity

• Establish opportunity and access for students to receive a quality education

• Build a culture of high expectations and continuous improvement

• Communicate a clear and honest understanding of strengths and opportunities for improvement in schools and districts

The system uses multiple academic and school quality measures, not a single test or indicator. “

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Regulations not final

Dede Conner

Kentucky Data DashboardLooking forward to School Report Card 2018

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Transition Readiness

Attainment of the necessary knowledge, skills and dispositions to successfully move to the next level of education, work or life

Measured:● Elementary (grade 5)● Middle School (grade 8)● High School (graduation)

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Transition ReadinessElementary School and Middle School

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Transition ReadinessHigh School

High school diploma plus:● Academic Readiness● Career Readiness

English Learners (EL) are expected to demonstrate English language proficiency before leaving high school

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60Dede Conner

Opportunity and Access (O&A) Equitable availability to research-based

student experiences and school factors that impact student success

Measures will be organized in terms of providing a rich curriculum, providing equitable access, school quality and providing support for the whole child

Some measures will be required and some will be options that schools may choose

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O&A –Rich Curriculum

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Elementary & Middle School Revised Course Codes Tracking Course TimeMay require changes to the way school schedule.

High School Revised Course Codes Completed Career Pathway NEW Work Ethic Certificate

O&A – Equitable Access

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Elementary & Middle School Gifted and Talented comparison between demographic groups

High School Advanced Course Work comparisonbetween demographic groups

Dede Conner

O&A – School Quality

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NEW – Chronically Absent calculation

O&A – Selected Measures (choose 2)

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NEW – FTE %NEW – FTE %

NEW – Career Coach

NEW – FTE %

NEW – Specialization

Dede Conner

O&A – Reported Measures

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NEW – Public Reporting

Dede Conner

Kentucky Accountability System –Disaggregated Reporting

HomelessMigrant Foster Military Connected

(Active Duty) Consolidated

Student Group67

Gender Race/Ethnicity Free/reduced

lunch Students with

disabilities English Learners

Dede Conner

Consolidated Student Group

non-duplicated aggregation of student groups, often too small to be reported separately, that includes: African American, Hispanic, Native Hawaiian or other Pacific Islander, American Indian or Alaska Native, two or more races, students with disabilities that have an IEP, and English learners.

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KY Accountability System –Quality Data Is Key

Keep Informed:● KSIS Notifications and newsletter● Training opportunities

Define responsibilities: ● Data stewards?● Training● Quality control

Provide feedback on data tools. 69

Dede Conner

How can KDE help? Quality assurance reports Reports available:

● Chronic absenteeism ● Benchmark Report

New reports – what will help?

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QA Reports draft for discussion only

Equitable Access: Gifted and Talented

Include corresponding detail for data

validation

Dede Conner

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QA Reports draft for discussion onlyEquitable Access – Advanced Coursework

Include corresponding detail for data

validation

Dede Conner

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QA Reports draft for discussion onlySchool Quality

Include corresponding detail for data

validation

Dede Conner

Questions & Answers?

74Dede Conner

SAAR Guidelines

1:00 p.m. (ET)

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Access Code: KDEData

SAAR Guidelines

Ronda Devine, Education ConsultantOffice of Finance and Operations

Division of District Support

2017-18 Mid-Year Training

Agenda Overview Adjustments

● Quality Review and Assurance Checklist

Low Attendance Days Submission

● Common Errors

Reports

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Overview of SAAR Report

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Purpose

The Superintendent’s Annual Attendance Report (SAAR) provides year-end attendance information used to calculate the school district’s enrollment, membership, average daily membership (ADM), percent of attendance, home and hospital ADA and adjusted average daily attendance (AADA).

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Due Date

The SAAR is due to KDE by June 30● It is strongly encouraged that districts submit

and verify their reports as soon as possible after the last student day of the school year.

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SAAR Guidance Documentation

https://education.ky.gov/districts/enrol/Pages/Superintendent's-Annual-Attendance-Report-(SAAR).aspx

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Focus AreaThe SAAR includes the following information for the entire school year’s aggregate days attendances and absences:

● Race and Gender count

● Adjustments for less than full-time attendance (Partial Day)

● Nonresident/Non-contract

● Overage and Underage

● Virtual/Performance Based Proficient

● Eligible suspensions and eligible expulsions

● Low attendance days

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SAAR Adjustments

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Non-Traditional Instruction Days (NTI)

Record N = Non-Traditional Instruction Days (NTI) can be used on a day when school facilities are closed due to a weather or health/safety related issue. A Non-Traditional yearly plan must be approved by KDE, prior to the new school year. NTI days are considered a school day with instruction.

Mark the event NTI.

No transportation iscalculated for N days.

Path>System Administration>

Calendar>Calendar> Days

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Non-Traditional Instruction Days (NTI)

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SAAR Report Record N

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N Days

Ronda Devine

Adjusted AADA - Kindergarten

Adjusted Average Daily Attendance ● The state of Kentucky provides funding for 50% (half) of

kindergarten ADA, even if a school district chooses full day of kindergarten. This funding adjustment is made after submission of the SAAR to KDE.

Kindergarten Retention● If a student is retained in kindergarten with a grade

level of 00 for the first year and 00 for the second year, grade 00 will be adjusted for the second year also. (= ½ SEEK ADA)

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Kindergarten Attendance Path: System Administration> Calendar>Calendar> Grade Levels

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The appropriate kindergarten code is selected from the dropdown menu:

BDK: Full and Half Day Kindergarten

FDK: Full Day Kindergarten

HDK: Half Day Kindergarten

Ronda Devine

Record 9 -Non-Contract/Overage/Underage

Underage There are two categories for Underage students: Grade 00 students are considered “Underage” for

the entire year if their 5th birthday occurs after August 1st of the reporting year.

Grade 01 students are considered “Underage” for the entire year if their 6th birthday occurs after August 1st of the reporting year.

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Calculation of SAAR AADA

Base Aggregate Days Present (R7) + Adjustment Aggregate Days Present (R7) + (Last Year’s SAAR AADA * (Sum of Weather Days, NTI days) – Low Attendance Weather (RW), NTI Days, Aggregate Low Attendance Days Present (RL), Aggregate Days Present (R9)) divided by Number of Days Taught minus 5

R7 + R7 adjustment + AADA (W+N) – (W–N-RL-R9)Instructional Days – 5

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SAAR Report Submission Steps

Quality Review - Prepare all Year

Enter Low Attendance Days

Generate SAAR Report

Submit SAAR to KDE

Verify SAAR with KDE91

Ronda Devine

Preparing for the SAAR Quality Review and Assurance Checklist

State Enrollment Overlap Report Ethnicity/Missing Enrollment End Status Kindergarten Full-Day/Half-Day Indicator ADA/ADM Report – Full Year Student Schedule Gap Overlapping T-Codes/Missing T-Codes Period Schedule Gaps Non-Resident Students Overage/Underage Suspension/Expulsion Partial Day Students Home Hospital Students

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Low Attendance Days

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Entering Low Attendance Days

After the quality assurance checks, perform the following:Run District Daily Attendance Report

Check to see if any days are less than last year’s AADA

Enter appropriate L DaysClaiming up to 10 Weather Days is not mandatory

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SAAR District Daily Attendance

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Prior Year AADA Without Adjustments

Ronda Devine

District Daily Attendance Report

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Five Low Attendance Days

Ronda Devine

District Attendance - L DaysPath: System Administration > Calendar > Calendar > Days

This only needs to be done on 1 calendar per district.

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District Daily Attendance ReportPrevious Year AADA = 1,148.50

After the five (5) lowest attendance days are deducted, a district may request an adjustment for up to ten (10) additional days when district attendance was low due to weather-related conditions if all schools were in session.

If the district’s request is approved, the aggregate attendance for each day is deducted and replaced with prior year ADA, prior to calculating the district’s ADA.

Districts must keep documentation in the central office supporting the weather-related conditions that impacted attendance.

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District Daily Attendance Report

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Submission of SAAR to KDE

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SAAR Submission

Generate the SAAR – State Format and PDF Archive the PDF in a secure location Submit SAAR through KDE Website

http://opsupport.education.ky.gov/saar/

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Creating the SAAR State Format Fixed WidthSteps

1. Extract “State Format” (Fixed width) Format

2. Date Range - leave the date fields blank

3. Report Selection marked as “All Reports”

4. Enter in last year’s Full SAAR AADA (relative for low attendance weather days)

5. Select “All Calendars”

6. Click Generate Report

7. File name saved as SAARXXX.YY (XXX = District Number, YY= School Year) SAAR011.18

8. Submit file to KDE

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Submission of the SAAR to KDE Each district’s SAAR State Format file is submitted via the internet

on the KDE website at: http://opsupport.education.ky.gov/saar/

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Submission of the SAAR to KDE The file is submitted and goes through an error check

process. Any errors found are listed on this page.

Note: Errors must be corrected before the submission process is complete. School district personnel may consult with the KDE SAAR contact person for questions regarding errors.

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Common Error MessagesRecord 5 Error Message Invalid Ethnicities – The state ethnicity code does not match the federal ethnicity code

Missing or an Invalid CO1 end status

Missing End Status for one or more students

“No Show” box must be checked

Record 7 Error Message Students enrolled in the grade level but all enrollments were end dated before the end of

the year

Student/students were enrolled part of the year, but not there at the end of the year

Students in Virtual/Performance Based Classes (Gap in schedule)

Attendance but no enrollment or re-enrollment

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Record 5 Error Invalid ethnicities – The state ethnicity code does not match the

federal ethnicity code. In some cases, the system does not automatically change to the current code.

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If it does not fix the problem, then you will have to put in a ticket with IC.

Ronda Devine

Record 5 Error Missing or an invalid CO1 end status

107

Change the CO1 status to the appropriate code

Ronda Devine

Record 5 Error

End Status Missing for Many Students

108

Use the ad hoc as a search and enter appropriate end statuses.

Ronda Devine

Record 5 Error

“No Show” Box Must Be Checked

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If the start status is an ‘NS No Show,’ be sure and put the proper end status

Ronda Devine

Record 7 Error

No matching Record 5 (Membership for this Record 7 attendance/absence

● Students were enrolled in the grade level but all enrollments were end dated before the end of the year

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Record 7 Error

Days taught entered without attendance ● A Record 7 error message may be a warning. If this error

message appears and all students in the grade for the error are in Virtual/Performance Based Classes, the gap in their schedule will cause this to appear

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Record 7 Error

No matching record 2 (enrollment) for this Record 7 (attendance/absence)● This may be caused by a no show enrollment. It could be that

the start status is incorrect or that the no show does not have the proper end date and/or the checkbox is not checked

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Record 7 Error

Error was caused by an EC student in Grade 14 ● EC student came to school, finished classes before the end of the year, then

left, aging out within the time frame

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Submission of the SAAR to KDE

Once errors are corrected, the submission process is completed via the KDE website

Please enter names as they appear in the global E-mail list

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Submission of the SAAR to KDE

Once your file is submitted it is reviewed at KDE.◦ Your district will be contacted if KDE finds any discrepancies.

KDE will send the SAAR Summary back to you for verification.◦ Once all districts have sent KDE an official email message verifying their SAAR,

the process is complete.

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SAAR Reports

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D1 + D2 = M x (N + O)

Ronda Devine

SAAR Reports

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Includes V/PB, Suspension, Expulsion

Ronda Devine

SAAR Reports

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NT Not Transported T1 Twice Daily > Mile T2 Twice Daily < Mile T3 Once Daily > Mile T4 Once Daily < Mile T5 Special Transport

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SAAR Reports

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Previous Year Total T1 T2 T5 NTPercentage Change T1% T2 % T5% NT%

Ronda Devine

SAAR Detail Reports

Detail Reports

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SAAR Detail ReportsRV Detail

Students appear on the RV Detail report when they meet the criteria for Record V (Virtual/Performance). The detail report provides a list of students who are proficient.

RS Detail

Students appear on the RS Detail report when they meet the criteria for Record S (Suspension Aggregate Attendance). The detail report provides a student-level summary of attendance data using the same criteria and calculation as the primary record, Record S.

RX Detail

Students appear on the RX Detail report when they meet the criteria for Record X (Expulsion Aggregate Attendance). The detail report provides a student-level summary of attendance data using the same criteria and calculation as the primary record, Record X.

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KDE Contact Information

KDE is available for questions during the SAAR submission process.

Please contact Ronda Devine for information and assistance: 502-564-5279, ext. 4444 or via email at ronda.devine@education.ky.gov

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Interim Alternative Educational Setting (IAES)

1:30 p.m. (ET)

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Interim Alternative Educational Setting (IAES)

Amy Patterson, Systems Consultant/ITOffice of Teaching and Learning

Division of Learning Services

2017-18 Mid-Year Training

Interim Alternative Educational Setting (IAES)

IAES - An appropriate setting determined by the child’s ARC (IEP team) in which the child is placed for no more than 45 school days.

This setting enables the child to:

● continue receiving educational services

● participate in the general education curriculum (although in another setting)

● progress toward meeting the goals set out in the IEP

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Interim Alternative Educational Setting (IAES)

For special education students only

Temporary setting – 45 days or less

For students removed from school by school personnel in an emergency involving one or more:

● drugs

● weapons

● serious bodily injury

IAES can take 2 forms:

● Unilateral Removals by School Personnel

● Removals by Hearing Officer

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IAES – Unilateral Removal by School Personnel

School personnel (not the ARC) order the removal of students with disabilities (IDEA) from their current educational placement to an appropriate interim alternative educational setting for not more than 45 school days.

The ARC is responsible for determining the interim alternative educational setting.

Unilateral removals do not include decisions by the IEP team to change a student’s placement.

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IAES – Removals by Hearing Officer

Impartial hearing officer orders the removal of children with disabilities (IDEA) from their current educational placement to an appropriate alternative educational setting for not more than 45 school days based on the hearing officer’s determination that maintaining the child’s current placement is substantially likely to result in injury to the child or others.

The ARC is responsible for determining the interim alternative educational setting.

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State Resolutions Any local resolution types meeting the definition of the state resolutions

outlined below MUST have a State Resolution Code (Mapping) selection for reporting purposes.

● SSP1: Expelled with Services● SSP2: Expelled without Services ● SSP3: Out of School Suspension ● SSP5: Corporal Punishment● SSP7: Restraint – reference KDE’s Use of Physical Restraint and

Seclusion website● SSP8: Seclusion - reference KDE’s Use of Physical Restraint and

Seclusion website● INSR: In-School Removal ● IAES - Unilateral Removal by School Personnel-SPED use only ● IAES - Removal by Hearing Officer-SPED use only

Safe Schools Reporting will include all student behavior events with resolutions that are mapped to any state resolution code listed above.

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Ensure district database contains a local resolution type mapped to each IAES resolution for use in the schools.

There should be two local resolutions for IAES:● Unilateral Removal by School Personnel - SPED only● Removal by Hearing Officer – SPED only

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Setting up local resolutions via Behavior | Admin

Amy Patterson

If they are NOT in your database

TOOLBAR SELECTIONS:● Calendar = 17-18

● Schools = All Schools

PATH: Behavior | Admin | Resolution Types Click the New button

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Entering IAES Resolutions

Enter appropriate information into the fields (as shown below) creating resolutions for both IAES categories

Start Date is the date it was created

Category is determined at the district level

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Entering IAES Resolutions (cont.)

Select appropriate State Resolution Code (mapping)

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Creating an Event/Resolution for IAES

Behavior | Behavior Management Tool | Event Detail, reference section 2C of the Behavior Data Standards

Select appropriate local event type from the drop list (should be drug, weapon or injury)

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Creating an Event/Resolution for IAES(cont.)

Select Law Violation for the appropriate IAES:

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2001 IAES for Drug – SPED only2000 IAES for Weapon – SPED only2003 IAES for Injury – SPED only

Amy Patterson

Creating an Event/Resolution for IAES(cont.)

Enter all required fields for event detail

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Creating an Event/Resolution for IAES(cont.)

Save Event Add Participant to the event Add resolution detail to the appropriate event Select the resolution type of IAES1: Unilateral Removal

by School Personnel or IAES2: Removal by Hearing Officer

Complete Resolution Start Date/Time and Resolution End Date/Time

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Creating an Event/Resolution for IAES(cont.)

Select indicator for student under Apply To

Save Resolution138

Amy Patterson

KDE Contact Information

Please contact Amy Patterson for information and assistance: 502-564-4970, ext. 4513 or via email at amy.patterson@education.ky.gov

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Adjusted Cohort Graduation Rate Student Listing in Student Data Review and Reporting (SDRR)

1:45 p.m. (ET)

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Adjusted Cohort Graduation Rate Student Listing in SDRR

David Curd, DBA ITOffice of Assessment and Accountability

Division of Accountability Data and Analysis

2017-18 Mid-Year Training

Agenda

Cohort Years to Review Adjusted Cohort Student Listing in SDRR Reference Materials Dropout Accountability for Cohort End Status/Withdrawal Codes for Cohort 9th grade cohort data on Graduation Tab

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Cohort Years to Review

You will be reviewing:● 2018 4-Year Adjusted Cohort Student Listing

(freshman year 2014-15)

● 2017 5-Year Adjusted Cohort Student Listing (freshman year 2013-14). These should be similar to the 2017 4-Year list, with the

exception of students that graduated in the 5th year with a regular high school diploma should show an on-time status.

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Adjusted Cohort Graduation Student Listing

David Curd

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Student listings in SDRR

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Student listings in SDRR

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Student listings in SDRR

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Student Listings in SDRR

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Initially, you will not be able to submit any changes. All changes are to be made in the local IC edition.

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Click on the Filters button at the bottom left. You can filter the student list to view different groups as follows:

o By All Students, Accountable to District, Not Accountable to Districto By first letter of last nameo By grade levelo By Cohort Year (Cohort Type)o On Time Status

District level users will also be able to filter by schools within their district. School level users will only see their own school.

Student listings in SDRR- Filters

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Filter by Cohort Year, Accountability, On Time and Non Part to limit list to students that should be reviewed first. Do this for all Cohort Reports available (i.e. 2017 5-year and 2018 4-year)

Student listings in SDRR- Filters

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IMPORTANT NOTE: The Excel and PDF exports are provided as a convenience to school and district staff, and are intended to be used in identifying students whose information is incorrect and to provide information about changes. Making changes to an exported file will NOT result in SDRR changes. Requests for SDRR changes MUST be made online in the application.

Student listings in SDRR- Export

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Cohort Accountability-Graduation Rate

* The entire accountability system is under review and a decision on the accountability process for 2018 is to be determined.

David Curd

9TH Grade Cohort Data on Graduation Tab

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It is important to have the date first entered the 9th grade populated for students who were freshmen in 2013-2014 through students entering grade 12 for the 2017-2018 school year. If a student enrolls from nonpublic or out of state with no prior Kentucky public school enrollment in grade 9, please enter the date they would have been a first time 9th grader The cohort year data will be used for calculation of the 2018 4-Year and 2017 5-Year Cohort graduation rate.

● Date First Entered the 9th Grade: Enter the date the student first enrolled in 9th grade, regardless of location or if repeating 9th grade. If student repeats 9th grade, the initial date should not change. If the student skips 9th grade, this would be set to the first day the student is enrolled in 10th grade.

● NGA Cohort End Year: This field will be auto-populated based upon the date entered into the Date First Entered the 9th Grade. This field is part of the IC core product and is not required or used by Kentucky.

● NCLB Cohort End Year: This field will be auto-populated based upon the date entered into the Date First Entered the 9th Grade. This field is used in the calculation of the Adjusted Graduation Cohort Rate.

Remind enrollment clerks that this should be entered for any nonpublic or out of state enrollments with no prior grade 9 enrollment in a Kentucky public school.

David Curd

9TH Grade Cohort Data on Graduation Tab

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Finding Students with Incomplete Cohort Data

Use the Graduation Cohort Validation report in IC to determine if there are high school students who do not have a cohort value.● Student Information > Reports > Graduation

Cohort ValidationValidation Types – Incomplete Cohort Data and

Inconsistent Enrollment/Cohort Data

David Curd

Enrollment End Status Codes for Graduates G01- A pupil who graduates in less than four (4) years. On-Time

Graduate 4 and 5 year reports

G02- A pupil who graduates in four (4) years. If a student graduates during the summer they have until the start of the next school year to be included in the prior year. On-Time Graduate 4 and 5 year reports

G03- A pupil who graduates in five (5) years. On-Time Graduate for 5 year report only. Not On-Time for 4 year report.

G04- A pupil who graduates in six (6) or more years Not On-Time Graduate for 4 or 5 year report. 156

David Curd

Dropouts, Alternative HS Diploma and GED recipients- Not on Time

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W12- A pupil under the jurisdiction of the court

W23- A pupil withdrawn for a second or subsequent time who initially withdrew as a W24 or W25 during the current school year

W24- A pupil who has moved out of this public school district for whom enrollment elsewhere has not been substantiated

W25- A pupil who is at least 18 years of age and has dropped out of public school

W26-A pupil who has withdrawn from school after completing a secondary GED Option program and receiving a GED certificate

W27-A student who has withdrawn from school and subsequently received a GED

W28- A student who has reached the maximum age for education services without receiving diploma or alternative high school diploma

CO1 or C01- A pupil who completes the school year in the school of the most current enrollment. No subsequent enrollment without a graduation end status (G01-G04) is a dropout.

David Curd

Verified Transfers - Removed from Cohort and Non Participation = ‘VT’ W07-A pupil withdrawn due to those communicable medical conditions that pose a threat in school environments

listed in 902 KAR 2:020, Section 1(1), accompanied by a doctor's statement certifying the condition or any other health-related condition for which the student is too ill to participate in regular school attendance or local homebound instructional services or if the student has obtained a doctor's statement certifying the condition.

W08- A pupil withdrawn due to death.

W20- A pupil transferred to a home school. The re-entry code to use with W20 shall be R20.

W21- A pupil transferred to a nonpublic school (excluding home school).

● Note: If districts determine that the Challenge Academies, with locations in Harlan County (Appalachian) and Hardin County (Bluegrass -prior to 2018 only) meets the educational needs of compulsory aged students AND if the parent/guardian desires to withdraw the student to attend an Academy, districts may use the “W21” withdrawal code (for students aged 16-17) in Infinite Campus to withdraw students to attend either Academy.

● For 2018 only, Bluegrass is accountable under Eminence Independent. Withdrawal using W22 to Bluegrass (156025) an A5 school.

W22*- A pupil who has transferred to another public school district and for whom a request for student records has been received or enrollment has been substantiated or a pupil who is known to have moved out of the United States.

*Note: A W22 is not a verified transfer if there is no immediate enrollment into a Kentucky public school beginning with the 2014-15 school. Beginning with the 2014-15 school year, a W29 must be used to indicate an enrollment in another state.

W29- A pupil who has transferred to an out of state school for whom a request for student records has been received or enrollment has been substantiated.

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Contact information

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For questions regarding password or access, contact local district WAAPOC.

For questions regarding cohort graduation:David Curd(502) 564-9853 ext. 4744 | Fax (502) 564-7749Email: david.curd@education.ky.gov or Skype

David Curd

Questions?

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Guide the Future of Early Warning2:30 p.m. (ET)

Using GoSoapBox is vital for the Early Warning presentation. If you are not already using GoSoapBox, be sure to: open a new browser window copy/paste this link - http://app.gosoapbox.com enter access code – KDEData Click “Join Now”

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