student data base; and center and outputs obtained areand enter the bus number if applicable. Place...
Transcript of student data base; and center and outputs obtained areand enter the bus number if applicable. Place...
DOCUMENT RESUME
ED 027 571 88 CG 003 578
A Systems Summary Description.Franklin County Schools, Columbus, Ohio. Area Education Information Center.
Spons Agency-Office of Education (DHEW), Washington. D.C.
Pub Date (681Note- 58p.EDRS Price MF-S0.50 HC-S3.00Descriptors-Attendance Records, Data Procest-,ing, Elementary Grades, Grading, *Information Processing,
Scheduling, Secondary Schools, *Student Personnel Services, Student Records, *Systems Development
The pupil personnel accounting system developed and used by Ohio's Franklin
County schools is presented. Three main areas are described: (1) the construction,
use, and maintainence of the student data base; (2) input, school and center
processing, and output routines involved in progress reporting, and (3) procedures
for dealing with pupil class assignment (scheduling) functions in secondary schools.
Examples of materials and outputs obtained are provided. This study was funded
under a Title HI, Elementary and Secondary Education Act grant. (PS)
p ?le 7- Vo4sau
A SYSTEMS
SUMMARY DESCRIPTION
A TITLE III PROJECT OF ME
AREA EDUCATIONAL INFORMATION CENTER
FRANKLIN COUNTY SCHOOLS, 46 EAST FULTON STREET, COLUMBUS, OHIO 432I5
U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE
OFFICE OF EDUCATION
THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE
PERSON OR ORGANIZATION ORIGINATING IT. POINTS Of VIEW OR OPINIONS
STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE Of EDUCATION
. POSITION OR POLICY.
A SYSTEMS SUMMARY DESCRIPTION
Quite often during the early stages of operation, we here at the Area
Educational Inf-,rmation Center of the Franklin County Schools received
requests for literature describing our progress in systems development.
Often our response was not what we considered adequate.
In an attempt to provide a fairly comprehensive description, yet one
that is not ladened with technical detail, we have assembled this Systems
Summary Description which deals only with the pupil personnel accounting
systems we employ at present. We do, however, intend to expand upon this
summary from time to time to include any and all systems we implement.
We feel that educational data processing has made much progress in a
relatively short period of time. We also feel that an exchange of ideas and
experiences among educators with common interests in this area is the
best vehicle for assuring continued progress in the field. Therefore, we
welcome visitations and/or inquiries by all interested parties.
INPUT
Pupil
Personnel
Data
Certificated).1
[4tttaaff
(Certificated)
r 1Facilities
g And
Equipment
I Data
-
411=
oS
S
AEIC
Data
Base
Implemented
Developmental
Stages
Pupil
Progress
Reporting
Staff
Reporting
(Local,County
And State)
'Perpetual
1
Inventory
1 (Non-
/Expendables/
--a
ouTPuT
IPupil Class
Assignment
(Scheduling)
IMIN
. =N
W O
EM
01
IMO
Payroll
Accounting
(General)
t--
am. m
ilm I
ms
asol
i
I-
(State)
0111
M S
INIM
MIN
=
Attendance -
Accounting
(Local,
County)
cielsportatied
1(LocalAnd
State)
eporting
BASIC SYSTEMS
4MM
. MF
MM
11,
Program
Evaluation
1
4=11
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aM11
11
SECTION 1
PUPIL DATA BASE
Collection and Storage
of Pupil Master Data
for the Data BaseSection IPupil Data Base
This section describes the construction, use, and maintenance of the
student data base. This base eventually becomes part of the total AEIC
Data Base discussed later.
DATA COLLECTION (Modification Pending)*
The necessity for collecting and maimaining complete and accuratebasic data for each pupil cannot be overemphasized. Thus, informationof this nature, which we will call pupil master data, is held to a minimum,.
'collected by a relatively simple form and read onto magnetic tape via card
input. The form utilized for this purpose (6710A) provides space for col-lecting data for several students on each sheet and is used in both theelementary and secondary systems.
Form 6710AITEM DATA DESCRIPTION
School Enter the school name as it will appearon all reports such as progress report,schedule, etc.
School Code Three digit numeric code assigned yourbuilding
Student Name The name of the student should be enteredin last, first, middle initial sequence. Le-gal and not "nicknames" should be entered.
Birth Date Describe the birthdate in month, day, yearsequence. A zero should be placed beforesingle digit dates. Example: May 7, 1959,
would be described as 05/07/59; December 2,1960, as 12/02/60, etc.
Parent and/orGuardian Name(Optional)
Last Name ofTeacher
This data is for optional use by the schools.Enter the name of the head of the householdin last, first, and middle initial sequence.
This data is collected for elementarystudents only. Secondary schools should
omit this item.
WNOOL
A nytown High School
COLLECTOR'S MEET
I. BIRTH DATE
STUDENT LAST NAME
9/15/49
Jones
FIRST NAME
IWEB
James
IAIM
?MEW 6111111.
GRADE
.
Jose
ph11
100
TELEPHONE NO
876-
1234
MOUSE N
5678
.
T MAW_
Willow Drive
CCM
ZIP
Anytown
6873
Z
2. BIRTH DATE
STUDENT LAST NAME
FIRST AARE
Faw
n' s
cum
umGRADE
I
R.
TELEPHONE NO.
MOUSE NO.
STREET NAME
CITE
ZIP CODE
!PI
11
=1M
f
.BIRTH DATF
STUDENT LAST NAME
FiRST NAME
mow GRAMOIAN
GRADE I R.I.
MOUSE NO.
STREET NAME
tiny
mir COIF
.BIRTH DATE
STUDENT LAST NAME
FIRST NAME
_
TELEPHONE NO.
MOUSE NO.
STREET NAME
riPARENN" MARDIAN'
CITY
mir cow
GRADE IR.
TELEPHONE NO.
ITEM DATA DESCRIPTION
Address (Optional) It is critical that zip code numbers beincluded for each student.
Telephone Number(Optional)
Area Code *
Sequence Code *(Optional)
Several schools have developed an area-sequence coding system for locating stu-dents within an attendance area. If yourdistrict utilizes this system, refer to thelist of area-sequence codes for your distric
Transportation *(Optional)
Place an "X" in the appropriate block(s)and enter the bus number if applicable.
Place of Employment *
FatherAfter entering the place of employmentfor the father, "X" the Federally Em-ployed block only when the father is em-ployed at an installation which makes thedistrict eligible for aid under PL 874.
Place of Employment *
Mother (Same as above)
Once all student data are reported on 6710A, the first block of the data
base is established on magnetic tape. At this point, only those data items
reported on 6710A are available.
SchoolCompletes6710A' s
CenterKeypunchesStudentMaster Cards F
Basic
To Tape
StudentData Read
. v
Fig. 1-1 - Beginning Phase of Data Base Construction
3.
UPDATING AND MAINTAINING THE BASE
Assuring that basic data contained in the pupil master data file is accurate,complete, .and current is a continual process. Nevertheless, at the beginningof each school year, an update or verification routine is conducted. While thismay appear at first to be unnecessary repetition, the effort is more than justi-fied throughout the school year.
ELEMENTARY STUDENT UPDATE
Following the close of school, the elementary principal begins making roomassignments for the coming year. This is accomplished through the use of stu-dent and teacher master cards.
4radentMasterCards
ENTIRE STUDENT BODYGROUPED BY TEACHER-ROOMPOR NEXT SCHOOL YEAR
Fig. 1-2 Teacher-Room Assignments For Elementary Pupils
4.
By grouping each student card behind the card of the teacher to which heis assigned for the new school year, the principal physically establishes eachclass for the coming year. In effect -- scheduling similar to secondary schoolscheduling.
Concluding this activity, the school returns the grouped cards to the cen-ter where they are processed and read back to the student master file for up-dating.
Cal:3 Decks
ReturnedBy SchoolTo Center
GROUPEDTEACHER-PUPILCARD DECKS 1
Center "Gang"unches Teachaz-1)ata Into Eachupil Card
UpdatedPupil Cards
Read To
DecksReturnedFor FutureUse
Fig. 1-3 - Student Master Tape Update Begins
From the updated master tape, the principal is furnished class rosters,a student directory, and a teacher room list for the new school year. Theselistings can be computer printed on Ditto Master stock making reproductionin multiple numbers by the school simple and inexpensive.
s.
Fig. 1-4 - Listings Supplied Principal
CCoCards To Be
rrected
Id/ CenterKeypunchesCorre,tionsAnd Changes
These listings can be providedto the principal in ample time topermit him posting class rostersand publishing such in newspapersbefore school opens. The teacher-room listing can serve as a "master.schedule" or locator file as can claE.s
rosters.
To complete the update rou-tine, during the first week of scho.d,the principal should have all teachersreview the pupil-master cards with
their students and enter any changes
or corrections that might be necessar.,.Such items as address, telephonenumber, etc. , should be carefullychecked. After completing this pro-cess, only those cards requiring achange or correction should be re-turned to the center.
Fig. 1-5 - Final Update Before Progress Reporting Begins
NOTE: An accurate pupil master file is a must before the first reporting pertod.
SECONDARY STUDENT UPDATE
Since student scheduling provides the student, teacher, and class listings
necessary for opening the school year, an update or verification of the student
master file is not conducted until the third or fourth week of school. Follow-
ing the conclusion of the scheduling routine, the student master cards will bi-
returned to the school for this purpose. Once the schedule has "settled down"
for the year (student schedule adjustments made, teacher assignments niodi-
fied, etc. ), preparations for the "X-Day routine should begin. Basically this
consists of the following two activities:
6.
1. Reviewing student master cards and denoting any changes.2. Complete Form 6720 (Subject Teacher Report).
(Note: Schools which do note utilize computer scheduling would follow theprocedure for updating described in for the elementary schools. "X-DAY"would be conducted in the same manner as for those schools utilizing com-puter scheduling. )
IReview AndCorrect
Master Cards\Student
9Complete Form6720(SubjectTeachers
41.....,
44/
*
UpdateStudentMasterTape
SubjectTeacherCards
1Read To Tape
Foremporarytorage
,
Fig. 1-6 - Updating of Secondary Master File
To prepare the school for "X-DAY", the center, from the master tape,produces ten (10) student "X-DAY" cards. These, along with the subjectteacher cards are returned to the school. Student cards are returned inalpha-homeroom order and teacher cards alpha-teacher order. Each teacherand student receives their cards in homeroom on "X-DAY" morning. Thefollowing routine (X-DAY) is then executed.
7,
FOR CLASSES MEETING 1st SEMESTER AND/OR ALL YEAR
DistributeStudentCards (10)
Ili
ell - Go Toirst Period
/lass.lst Sem.d Yearly ClassesDistribute
Teacher CardsOne For EachClass Taught
RepeatProcessFor AllPeriods
MEM. 00 .. Awn.
TeacherCollects OneCard For EachStudent
Am. el .110.
Teacher Grouptudent Cards
Behind Her Ca dFor 1st Perio
AEI
Last PeriodReturn ToHomeroom
eimom Im Oa. 01111. AMIN. MIMI/ 11.
-2nd-SEMSTERA
Ring Bell- Repeat All CardStudents And D. Entire Proce s Decks Are
For Secondsachers To lg Returnederiod, 2nd S In. Sem. To Office
Fig. 1-7 - Secondary "X-Day" Routine
1>Revert ToRegularSchedule
Once all card decks have been returned to the office, the office insertscards for absentees into the proper decksvand returns all decks to the cen-ter. All student "X-DAY" cards not used may be retained at the schooland disposed of as the school sees fit.
Upon receiving the grouped "X-DAY" decks, the center processes themfor reading into the student master files.
8.
Grouped"X-Day" Decks
Center "Gang"....66, Ptmthes Teach
Data Into AllStudent Cards /
TeacherCards RemoveStudent CardsRead To Tape
Fig. 1-8 - Processing "X-DAY" Cards
Tape ReadyTo UseFor ProgessReporting
The "X-DAY" routine outlined above is merely a suggested system.Various schools employ variations to this which are quite effective. Suchvariations are left to school preference. However, it is highly recom-mendori that second semester "X-DAY" be held in conjunction with thatfor 1st semester and annual classes. Experience has shown that attempt-ing a second "X-DAY" after the second semester has opened creates someproblems.
With the conclusion of the "X-DAY" routine and the final up-date, thepupil data base is considered finalized for production of the first progressreporting period.
9.
SECTION 2
PIPIL P11011(15 IIEPOITINI
Pupil Progress ReportingSection II
and Accounting Sys toms Pupil Progress Reporting
The pupil progress reporting system employed by the Area EducationalInformation Center is designed to accommodate a wide and varied selectionof grading and attendance systems. At present, the center has the capabilityof dealing with the following situations, or a combination of such:
1. Secondary and/or elementary2. Six and/or nine-week periods3. All alphabetic, all numeric, or an alpha-numeric grading system4. Up to 28 "evaluation areas" for elementary students5. Up to 12 subject areas for secondary students (More may be accom-
modated. However, a second grade card is produced if this numberis exceeded. )
6. Public, private, city, exempted village, and vocation systems.(The center does work for at least one of all systems listed above. )
This section defines input, school and center processing, and outputroutines involved in progress reporting. Since some 60, 000 plus studentprogress reports for 13 independently operated school systems are producedeach period, it would be impossible to discuss each individual situation.However, since all basic procedures are indentical, some of the more versa-tile systems are discussed and used as examples in this section.
TEACHER PREPARED INPUT
For the sake of convenience and speed, optical reading is employedby the center for all input to the system. Utilizing a Digitek 100 (tape out-put) System, the center prepares pre-printed marking sheets which theteacher uses to report student progress to the system.
While the format of the elementary grade sheet differs from that of thesecondary grade sheet, the preparation is much the same. The followingchart explains the basic differences:
ELEMENTARY SECONDARY
1. Sheets are printed in alpha-room-teacher sequence
1. Sheets are printed in alpha-subject-teacher (andsemester for one one se-mester courses) sequence.
ELEMENTARY SECONDARY
2. Each sheet contains the namesof six students. Thus theaverage teacher receives fiveor six sheets each period.
3. The teacher receives two setsof sheets for the final period-one for the last grading periodand one for the yearly averageor final grade.
2 Each sheet contains the names ofall students in one class (eachperiod) unless the class exceedsthirty students. In this situation,the class would require two sheets.
3. No difference at the close of theschool year. Last period andfinal grades are marked on thesame sheet.
Fig. 2-1 - Variation in Systems
Attendance for both elementary and secondary is reported on the samesheet. Format does not differ. The sequence in which the sheets are pro-duced for marking, however; differs according to the specifications of eachschool. For example, attendance sheets may be printed for marking alpha-by school, alpha-by grade, alpha-by grade-by homeroom, etc. The varia-tions are almost unlimited.
PRODUCING THE SHEETS FOR MARKING
Utilizing the Updated Student Master Tape described in Section I, thecenter generates pre-printed sheets for marking as illustrated by Fig. 2-2,2-3, and 2-4. Each sheet contains a Printer-Line Compatable (PLC) gridinto which a school number, page number, and grading period "slug" isprinted. This grid is used in sorting and editing routines after the markedsheets are returned to the center.
Certain identification information is also printed at the top of each sheet.Each student assigned to a teacher for instruction will be listed on the appro-priate sheet.
usiccr 1 HI sT
ROOM
1SUBJECT
CODE 122
PERIO(.1.21 'SEMESTERTAUGHT CODE
INSTRUCTIONS:
3
TEACHER' HUSAR KNAME
CREDITFI GRADINGPERIOD
1 TEACHERI CODE
6
424
SCHOOL[1.11....1CODE
1. Use pencil only for marking. 2. Do not add names to list. 3. Completely fillthe mark position you are marking. 47-Erase completely marks you wish to change.5. Contact the school office with questions you may have.
STUDENT GRADES THIS PERIOD
'1*
PLUSOR
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THOMLY
MEMO, MEL IMM. SCOTT!R q111=rARJOR111111Bo GAR T1
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FRANKLIN C. otiNTy scw oLs Fig. 2-2 - Typical Secondary Sheet AsCOLUMBUS. OHIO Received By Teacher
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AVERAGk FINALPIPAIIE7SS
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MMHGER100
b1TTNER TEACHERCODE
GRADELEVEL KG ROOM 12SA ISLCODE
DUNLGE ELEMENTARY PAGENO.
4121
073
INSTRUCTIONS:
1. Use pencil only for marking. 2. Qa.na add names to list. 3. Completely fillthe mark position you are marking. 4. Erase completely marks you wish to change.5. Contact the school office with questions you may have.
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STUDENT'S NAME GRADES THIS PERIOD
BALL, PATTY A
READING A,CDiLANGUAGE
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ARITHMETIC B CC FSCIENCE AND HEALTH
SOCIAL STUDIES a B C r I
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ARITHMETIC A 8 C.: D
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SOCIAL STUDIES ecoGRADE ASSIGNMENT FOR NEXT SCHOOL YEAR
READING LEVEL
ART
MUSIC
PHYSICALEDUCATION
KrrooT
cosutCLA,As APTICIPAIGN
CPI ATVIT1
GENERAL ATTITUDE
HASITs ANDMORK SKILLS
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BLEDSUE LAURA K
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HANDWRITING A a 1. 0 r .
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GRADE ASSIGNMENT FOR NEXT SCHOOL YEAR.
FRANKLIN COUNTY SCHOOLSC ofpo Fig. 2-3 - Typical Secondary Sheet
As Received By Teacher4.
ELEMENTARY GRADE SHEET ( County I
HOMEROOM NO. 1)07
DISTRICT CODE 300
TEACHER IGRADING PERIOD
I.INCOLN JR HIGHSCHOOL CODE
INSTRUCTIONS1
1. Use pencil only for marking. 2. LW Awl add names to list. 3. Completely fillthe mark position you are marking. 4. Erase completely marks you wish to change.5. Contact the school office with questions you may have.
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STUDENT'S NAME DAYS PRESENT DAYS ABSENT TIMES TARDY
ARCHER LARRY G0 10 20 30 40 S3 60 70 99 op 9 1o,, 29 30 40 50 60 1r1 80
'4 d. 1 2 .3 1 5 7 f,
CHANEY JANES E
CRITES. UAV ID F
19 20 30 40 50 60 70 80 90 o 10 20 30 40 80 60 70 90 9r,
1 2 3 4 S .1 9
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o 1, e AP 40 5. :22
DObK INS. CHARLES L
0 10 20 30 40 50 W 30 9?,
.1 I 3 f I 4 9
0 10 20 30 40 50 60 7C SO 90
0 10 20 30 40 50 60 7. 80 9C
, 1 2 3 4 "
O 10 20 3(3 40 SO 60 70 110
.; , as 4 a ? 8
FLANNERY, R I CKY
0 10 20 30 40 SO 60 nl SO 90 0 10 20 30 40 50 60 70 80 90
2 1 7 0.
0 10
0 1:1 20 ; t
0 1.1 2.. : 5.; Ili: 6
NIMES. DUNALD R3 10 4%; SO 60 70 80 90 0 W 20 30 40 50 60 70 130
e 4
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1 10 20 JO 40 5n 60 70 90 30 0 10 20 30 40 606J 70 80 9;' .
4
1; 10 20 lh 80 50 50 70 SO 90
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0 10 20 3040 50 60 70 80 90d
0 1 2 3 ;. 9 I
HOLMES MARK0 10 20 30 40 50 GO 76 60 90 9 10 20 30 40 50 60 70 00 90
3 4 .3 7 A
JARV I S. CHR I STOPH
0 10 20 30 40 50 50 70 60 90,
I 4 5 4 9
0 a 4 I,: ? 4 4
0 10 20 30 40 50 63 70 80 90
' 3 4 c ts 7 A )
KELLEY DAV ID L
MAHAN, DAV ID L
0 10 20 10 40 50 60 70 SO 90
I :1 4 r t , 3
0 10 20 30 40 50 sn 70 so 90
1 I 2 I 4 . 1 R 4
0 10 20 30 40 50 60 70 90 90
1 2 :4 4 5 6
0 10 20 30 40 50 60 70 RO 90" 5 k 4 4
PARSONS. JERRY W0 10 20 30 40 50 60 70 80 90 0 10 20 30 40 50 60 70 80 90li 3t 7 el 9 4 ; 3 4 5 7
PLACE DANNY
0, 10 2D 30 40 50 50 70 ea 96 0 10 20 30 40 90 60 70 90 90
0 1 2 3 4 5 ;. 9 3 0 2 3 4 r !, 7
REICH, STEVEN0 10 20 )3 10 90 eo 70 SO SO o 19 29 3? 40 50 60 70 go 96
0 1 2 3 3 ' 7 9
SCHNE.LL JAMESO 10 20 30 49 50 60 70 en 90 9 10 20 30 40 50 6C 70 00 ao
I 4 ri 4 5 t 0 1 2 3 5 '114
SI NDEL JEFFREY L0 10 20 30 10 50 60 70 80 90
0 ' 3 4 5 1 a 1 d: 3 4 s ; 78 g0 10 20 30 40 '50 60 70 80 90
SMITH, JOHN M0 10 20 X; 40 SO 60 73 10 90 6 10 20 30 40 50 60 70 80 90
.1 1 2 3 4 5 P
SULL I VAN. TERRY
0 10 20 30 40 50 60 70 83 90
1 2 3 4 5 ;0 10 20 30 46 56 GO 70 56 90
o 1 2 3 4 f" 7 8 A
O 10 20 30 40 50 60 70 80 90
2 3 4 E., 1 N t;
1 0 20 30 40 50 60 70 90 90
3 1 2 3 4 5 7 rd;
0 10 20 30 40 50 60 70 10 90 0 10 20 30 40 50 61. 70-80 96
2 3 4 S. 6 7 8 9 0 1 1 .3 4 5
(In many schoblW ,"ttith thiiihrare Int ifiAtizhiktkedin the school Offiee3 by an attendarke elerk.3) 4
20 30 40 50 SO 70 80 90
0 1 2 3 4 5 6 , 8 9
0 10 20 36 40 SO 60 70 -110' 90
1 1 : 3 4 5 c 8 1
d 19 29 39 40 59 ?C, BO 90 10
FRANKLIN COUNTY SCHOOLSCOLUMBUS, OHIO
0 1 2 3 4 5 6 1 8 9
0 10 20 30 40 50 60 70 30 90
1 2 1 4 f. S 7 8
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0 If, :C, 30 40 50 ;"1?)
0 10 0 3' 4 ) '1 9,1
0 10 20 ,. 4a 50 fl "" 8:) 90
0 10 20 30 40 so fAl ,
Fig. 2-4 - Typical Attendance Sheet As ReceivedBy School
5.
ATTENDANCE ":111-
1
pdatedMas ter
Tape
co,
Grade SheetsAre ComputerGenerated
AttendanceSheets AreCompute r
Generated
11:.
4
OpticallyRead SheetsReady For
ng
SheetsReady ForMarking
0.111,1>
Sheets
DeliOered ToSchool PriorTo End of Per od
Sheets
Delivered ToSchool Prior ofnd of Period
Fig. 2-5 - Preparation of Input For Teacher Marking
TEACHER PREPARATION OF INPUT
Once received by the teachers, each student's grades are recorded onthe optical scanning sheets beside of his name. Marks are recorded withan ordinary No. 2 pencil. Since the Digitek 100 can descriminate betweenthe intensity of two or more marks and select the darkest, eraser marks donot effect reading providing a correct mirk is re-entered to take the place ofthe incorrect mark which has been removed.
During the time that the sheets are in the possession of the school, ex-treme care should be exercised in handling. Dirt, smudges, and "stray"pencil marks can cause misreads. Torn and "dog-eared" sheets can "jam"the reader.
Once sheets are marked and ready for processing, the following mustreceive consideration by those reponsible within the district.
1. All sheets for each school within the district must be returnedbefore processing can begin for the district.
2. Sheets marked by new teachers and teachers who have experiencessome difficulty should be "spot" checked for proper marking.
PROCESSING GRADE-ATTENDANCE DATA
Upon receiving the teacher marked sheets from a district, the center pro-ceeds with the processing which eventually results in printed progress reportsand various other reports and listings provided the schools. The first stepinvolves reading the marked sheets.
6.
Grade SheetsMarked ByTeachers
Attendance *Sheets MarkedBy Teachers
Sheets ReadThrough TheDigitek 100
Fig. 2-6 - Teacher Marked SheetsConverted To Tape
As the sheets are passedthrough the Optical Scanner,all marks are read and tapesare created for use in pro-cessing. After completingthe reading operation, the tapescreated from this operation areused in updating student filesfor the district.
Fig. 2-7 - Updating of Master File For Progress Report Production
Using the update'd master tape described above, progress reports andall other related listings and reports can be produced. A simplified descrip-tion is illustrated below.
studentProgressReports(Grade On
'Grade PointAverages AndClass Rank
Honor Roll
IncompleteListing
GradeDistributionListing
AttendanceReports
DoFailure jListing
44""*"411. (Aimed
Stickers(Printed OnlyFor Final
Fig. 2-8 - Reports Generated From Updated Master File
7.
DESCRIPTION OF REPORTS GENERATED FROM TEACHER PREPARED INPUT
Comment is occasionally made by a teacher or administrator to theeffect that it is as bimple and easy to place a mark on a conventional gradecard as it is to code it on a scan sheet. Considering that task alone anddisregarding any and all other uses of the "mark," this is a valid observation.However, an evaluation of the entire process based upon this one phase of theoverall Pupil Personnel System is meaningless. To develop a true apprecia-tion of the effective use of the teacher prepared sheets, an analysis of all re-lated reports (as well as the actual progress report or "grade card") mustbe made.
Student Progress Report
This report, produced as the first in the series of reports each gradingperiod, is provided in multiple copies. Thus, in most cases, the student isnot required to return his copy to the school. The report is also accumulativein nature meaning that all grades from previous periods appear on the reporteach time.
LINCOLN JUNIOR HIGHTELEPHONE: 4712633MARSHALL CUPP PRINCIPAL
FRANKLIN COUNTY SCHOOLSCOLUMBUS. OHIO
PROGRESS REPORT - JUNIOR & SENIOR HIGH SCHOOL
I.D. NUNIEN 1 STUDENTS NAME MS GRAK NONIROON Tor SCHOOL.",M111. NANCY L _F_ 07_006 _301 67 68
SUIJECT TEACHER2 3 SIN. 4 SIN.
AIN RIF atm grr
GEN MUSG P ESPELL 7ENG 7
WRLD HGEOGSCIMATH 7ORCHART 7
BARRKISSELFAUKHAUFAUKHAUFAUKHAUFAUKHAUCALLAHACALLAHAKESSLERDRUMMON
A :113 :2
A 2 A :2A 2 13 :2
8 2 C 2C 2 C 2C 2 B 2
A 1C 2
GRADE POINT AVERAGE
ATTENDANCETHIS
PERIODTO
DATEDAYS
PRESENT 20.0 171.5DAYS
ASSENT 4.0 8.5'TINES-
TARDY
AIN III
BA 2
C 2C 2B 2
EllAN awe
A -1
C 2A 2B 2B 2Bcc 113
AB 2
gem III
B 2II 213 2C 20 3B 2
FRED M DANIELCOUNTY SUPIENINTINDINT OF SCHOOLS
goo III IlLSUMMML aeon
A .L
8 ;2C :2C :2CC :2CAC 2
A
A
LETTER ENCLOSED 111CONFERENCE REOUEBTED BYPARENTS El TEACHER E I
Fig. 2-9 - Secondary Progress Report IllustratingAlphabetic Ahievement Marks
8.
Secondary systems have been developed to accomodate both alphabeticand numeric systems and a combination of each. Plus (+) and minus (-)marks are an option of the system. The report in Fig. 2-9 illustrates theuse of alphabetic grades for academic achievement and numeric grades foreffort. Fig. 2-10 illustrates the use of numeric grades for academic achieve-ment and alphabetic grades for conduct.
BISHOP READY HIGH SCHOOLREV R J ENDRESTELEPHONE : 276-5263
DIOCESE OF COLUMBUSCOLUMBUS. OHIO
PROGRESS REPORT . JUNIOR AND SENIOR HIGH SCHOOL
I.D. NUMBER STUDENT NAME
LIN mu_ -_1111111LiacuaRa_L____SUBJECT
ENG 2L RLGN 2BIOPL SD GM DRAW 1ART 1
CHOI R
BPE 1
TEACHER
ANTHONYCI OTOLA
DOHERTYDENNISROBBSUSAN MCLARETTWONDERL
GRADE POINT.AVERAGE
ATTENDANCE THISPINIOD
TODATE
DAYSNampo 45.0 89.0DAYS
ASSENT 02.0 03.0,
TINESTASDY
..-
,
MSGR B C APPLEGATE_SUPERINTENDENT OF SCHOOLS
PASISIS COE SEE IMAM NOSEROOS
175 10 124SEM
ACII CE ACM. CS EXAM AVG
71 :U 76 U
85 :if 85 W
72 p 76 G
71 p 71 W
77 p 75 G
80 p 88 G
85 S 98 E
SCHOOLCODE YEAS
105 :67-68
ACM C I ACM. CIl
S MEXAM AVO rINAL
CREDIT
I11
LETTER ENCLOSLO 0CONFERENCE REQUESTED SY.
Fig. 2.-1O - Secondary Progress Report IllustratingNumeric Achievement Marks
A brief analysis of the format of the secundary progress report showsthe school district name preprinted in the upper right corner of the form,the building name, principal name, and telephone number computer printed
siti the upper left corner. Student identification data follows. Each subject,subject teacher, and grade is printed on the form by grading period. Atten-dance data are shown in both period and to-date form. lhe space (optional)for indicating "letter enclosed," "conference requested," etc., is marked
9.
by the teacher if so desired. A typical example of the reverse side ofthe progress report form is illustrated in Fig. 2 - 1 1.
MESSAGE TO PARENTS
This report is sent to you regularly so that you may study your child's progress in school.Close cooperation between the home and school is necessary to the success of the educationalprocess. By this report, we attempt to interpret to you how your child is responding to thebasic aims of the schooL We feel that no report form can show the complete development ofyour child. Therefore, we extend a cordial invitation to you to visit school and confer with theteacher concerning your child's work.
EXPLANATION OF GRADES
A -- EXCELLENT
II ABOVE AVERAGE
C - AVERAGE
D - BELOW AVERAGE
F FAILURE - NO CREDIT
I -- INCOMPLETE
W WITHDRAWN
E OUTSTANDING
S -- SATISFACTORY
U - - UNSATISFACTORY
i
TEACHER COMMENTS:
..Your signature os this card does not necessarily aimthat you approve of your child's record. It only indicatesthat you have seen the card.
PARENT COMMENTS:
o.
SIGNATURE Of PARENT WHEN REQUIRED6724
Fig. 2-11 - Typical Example of ReverseSide of Progress Report
In most cases, an explanation of grades, a brief message to parents,and a space for comments appear on this side of the form. However, com-position to some extent can vary according to the wishes of the school system.
Elementary systems vary somewhat from the secondary systems. Inthis situation, the teacher is concerned with giving several grades to one stu-dent and elective courses or subjects are not involved. The elementary teacheris also given the capability of awarding alphabetic and numeric grades. Allother features of the system are the same as that of the secondary system withthe added capability of indicating promotions at the end of the school year.
#
IottLNWL41.) LLEMLNTAkYTELLPHONL: 237-3184JOHN w STELLL PkInCIPAL
I.D. NURSER STUDENT NAME
WHITEHALL CITY SCHOOLSWHITEHALL. OHIO
PROGRESS REPORT GRADES 1-6
SEX
NAkK 0 M
GRADE 'roomer,
04 003
TEACHER
DAVIS
I SOWN.I LODI VIAN
952 167 68
REPORTPERIOD
i'11.t.:il:ALCAL.Mini:FGW(ThFItTHliki01
FiNAL
ACADEMIC PROGRESS I WOR H BIT & IAL R. I
II II I Ili 1,( 111DEAR PARENTS. In behalf of the Board of Education and faculty. I
'should like to extend to each of you a sincere invitation to visit yourchild's school. Your child's teacher and principal will welcome theopportunity to become acquainted. for I am sure you win agree thatchildren profit most from their sehooling when there is a close. effec-tive partnership between the home and the school.
IIL.Jt_k 1 A jOrli4b01.1
SUPERINTENDENT OF SCHOOLS
I ASSIGNEDI
TO GRADEC 1
ATTENDANCE PINK* DMDAIS
PRESPfif 2tiO 181Q0 .0;
WSFOR NEXT I AWN/
I SCHOOL YEAR"1
T:41.4
1 t *.
,
LETTER ENCLOSED 0CONFERENCE REQUESTED BYPARENTS CI TEACHER Ej
r_
Fig. 2-12 - 'Typical Elementary Progress Report
Each elementary form contains spaces for six grading periods and afinal grade. Many districts utilize the nine-weeks grading system. There-fore, only the first four and final areas on the report are used.
One limitation of the elementary form, as illustrated in Fig. 2-12 aboveis the number of grades or "marks" a teacher may utilize in reporting pro-gress. It will be noted that no more than 27 grades or marks may be giveneach period. These may be either alphabetic or numeric. Plus (+) and/orminus (-) marks cannot be given at the elementary level. This feature isoptional in the secondary system.
Like the secondary form, the elementary progress report comes inmultiple copy. One carbon copy is standard with the elementary form
Related Reprts
Following production of all grade reports for all districts, reportsrelated to grading and attendance 'pupil accounting) are produced. Examplestypical of such are shown in Figures 2-13 through 2-19 on the following pages.
The Attendance Report, illustrated in Figure 2-13 is provided as a sum-mary for use by the superintendent, principal, and attendance personnel.The report lists attendance for each individual for the period indicated, showsa boy-girl total by grade level for the period, gives the current total for theperiod by grade level, and provides a current, previous year-to-date, andcurrent year-to-date attendance total by school. Totals appearing on the lastpage of the summary are utilized by administrative and attendance personnelin completing various state, county, and/or local reports. Routine compu-tations by school personnel can be done to arrive at attendance averages and
percentages. Plans are to develop a system in tne near future to furnish allsuch calculations.
Since this summary is provided in three copies, it is highly recommendedthat each school principal furnish their superintendent with one copy for his use.
Each student receiving a failing grade(s) during a grading period willbe reported to the school on the Failure Report. This listing, printed alphabetic:-by-student, by grade level, is produced as an aid to guidance personnel. Anexample appears in Fig. 2-14. At present, this is a secondary school reportonly.
As an aid to the secondary subject teacher, an Incomplete Listing (seeFig. 2-15) is provided each period. The report is generated alphabetic-by-teacher and indicates the grading period and period during the day in which
the student has incomplete work. Many schools post this report in an areafrequented by teachers (teacher work areas, conference rooms, etc.) but notaccessable to students. This, as well as the optical scanning sheets, serve toremind teachers what students have outstanding requirements and indicatesthat student records maintained at the center reflect incomplete work.
A listing provided the principal each grading period, the Qrade Distri-bution Report (See Fig. 2-16) is printed in teacher sequence at present. The
report is furnished to assist the principal in gaining an overall picture of indi-vidual grading guidelines and procedures. In an attempt to make the report,more meaningful, it is planned that printing be done in teacher-subject (class)sequence in the future.
Currently, the system generates a listing by grade level of studentswith all "A's" and "B's" for each grading period which constitutes thehonor roll. The report illustrated in Fig. 2-17 indicates the type ofauxiliary reporting we wish to provide to the schools. While the formatand data contained in the example (Fig. 2-17) are yet to be finalized,this serves to illustrate our direction of thought on the subject.
The gummedlabels illustrated in Fig. 2-18 and Fig. 2-19 are gener-ated at the end of each school year for posting student records. Thesestickers contain a summary of grades received during the year and atten-dance data for each student. Printed on pressure-sensitive stock, thestickers are easily attached to each pupil record by a clerical person andthus relieve teachers of this annual task.
ATTtrM\C
PPUNT
111111111111111111111111 SENIOR HIGM
PAGE
9
GkADE 12
GRADE PERIOD-4
STLiVeNT NAmE
SEX i;AYS PXESENT
DAYS Ab5ENT
T1E5 TARO
HR
1690
16980:.;
17100C,
MMIII, GARRY L
AM, CEbUKAh J
, JUHN A
17140C
g MARY t
1131,...
amm
omm
.KARREN
17500U
OMMOMMOMOMMLI JEFt
1764CU
MOS, mARbAKA J
177800
MOM& Sw5AN J
178600
ON JANT E
ME
lblZOL
MEMEREht KUUNLY r
832CC
1 1b42Qt.-
116LiriUAN
Ft
. TU
L17200
,
18960L-
, G
8=MOB HARK1S H
1910CL,
1011111111, mARJURIE A
RE.G
19180C
SMOMMUMP, TCh L
192200
. LUMP(
193000
MOIMMEMO. JAmES H
M2'S.0
t
1:i141.''O
M t27.5
FU 3.0
m27.5
F30.0
F24.5
r29.0
m27.5
t27.0
M29.5
MU.5
m28.5
F30.0
M2d.G
M24.0
M29.0
7.0
1.0
0 00128
0128
0.0
00128
2.5
00126
0.0
2012A
2.5
00126
0.0
00128
5.5
00128
1.0
00128
2.5
301
280128
3.0
7
0.5
00128
17.5
01.5
20128
012B
0.0
00128
2.0
10128
6.0
00128
1.0
00128
4UY
44
TvfAL
1,570.5
109.5
Gie
woc
Um
. Tm
orrA
Ls
34
jUY
153
(11-6
1:tZ
IOTAL teK SCHL
80047.0
WKEV1UUS ATTEN:)ANLE
24,477oU
YLAK-iUm-,ATL AllEN.:ANLL
32,524.0
489.0
90
1.226.0
3b2
1,715.0
472
1-A
5T P
A6E
60-r
ogrA
LsFi
g. 2
-13
- A
ttend
ance
Rep
ort
FAILURES
5TULLNT
1040001040001174001232001246U0
IA. STUDENT NAME:
bARUARAk!AkUARA
JAhL5 PTIM
RICKEY
TEACH KAME
WILLHLINTZGALEHEINTZGALL
TEACH CODE
168076060076060
126585 9 LAANNE AOODwAR 176
1265135 DIANNE DAVIS 040
126585 DIANNE GALE 06U
126585 DIANNE AILL 168
126585 DIANNE hEINTZ 076
128000 UALL (JALL 060
12800U DALL 4ILL 168
12800O DALL HEINTZ 076
128200 DAN HEINTZ 076
131406 WV GALE 060
131400 WY HEINTZ 076
136000 LiAVIL LIALE 06014160C wILL1AM HEINTZ 076
142000 SCOTT R HEINTZ 076
1433UU ALAN HEINTZ 076
153200 tlAkILY DAVIS 040
15320U reAk1LY (1ALE 060
1536UU 9 mi0. L DA,15 040
16600C MAL 11 NENtIH 112
166000 eAL NE1NTZ 076
1743Ui; MAKK HEANTZ 076
180601 DAKTZLLL (ALL 060
10TAL 27
JUHIUR h1uti
SUbJ NAME SULJ LOUE
MATH 7 303;RLHU 1 952'CI 7 201ARCH() 7 952SCI 7 2U1LNG 7 010U HISGO 1015CI 7 201MATH 7 303ARCHO 7 9525C1 7 2u1MATH 7 303ANCHu 7 952ARCHU 7 9525CI 7 20ARCHL 7 952SC1 7 201ARLHG 'T 952AkCHU 7 952ARLHU 7 9520 HMO 1U15C1 7 .2ki
0 mI5Q0 loik3PL 7 bb3ARLtil 7 952AkLHO 7 952SC1 7 201
Fig. 2-14 -
JUN1UK h1yri UtIAL'E
PAGE 1
SUbJ NAME SUbJ COUL GRAN_ HOME ROOM GR LEVEL GRADE PERIOD
MATH 7 303 3 F 007C 07 4oicHU 1 952 1 F 007C 07 4
.C1 7 201 8 F 007B 07 4
ARCHO 7 952 1 F 007C 07 4
SC1 7 201 7 F 007A 07 4
LW, 7 010 2 F 0074 07 4
u mI5G0 lul b F 007A 07 4
5C1 7 201 7 F 007A 07 44ATH 7 303 4 F 0074 07 4
ARCHO 7 952 1 F 0074 07 4
5C1 7 2u1 5 F 007C 07 4
MATH 7 303 3 F 007C 07 4
ARCHu 7 952 1 F 007C 07 4
ARLHU 7 952 7 F 007B 07 4
SC1 7 201 7 F 0074 07 4
ARCK 7 952 1 F 0074 07 4
$C1 7 201 5 F 007C 07 4
ARcriG 7 952 1 F 0074 07 4
AkCHU 7 952 7 F 0076 07 4
ARcH0 7 952 7 F 007B 07 4
U H15G0 lul 3 F 007B 07 4
SC1 7 ZU/ E F 0078 07 4
u ril5uu 101 2 F 007C 07 4vPt. 7 bb3 9 F 007B 07 4
ARLht. 7 95Z 7 F 0076 07 4
AkCHU 7 952 1 F 0074 07 4
SC1 7 201 07 F 0074 07 4
Fig. 2-14 - Failure Report
TuLLNI
ihLUPPLETES
14AmE 1LALm NAME TEACH LODE
Joc41UK ht(2H
SUB.) NAML ButiJ LODE I
ICU60(.. . kali+ HE1N11 076 ARLH6 8 953iL,28u0 . ChANL HLINT2 076 ANCHU d 9531042LU . LELKUY HilIvii 076 ARLHU b 953
. I1(.:59t NLVE6.LY ilLINiL 076 ARCH() o 9:3
111201, BLL,:1 t4tINIZ 076 ARLHU b 95.2
LibOUL . AM. K hiArifiL 076 ARCH() 7 952
1.J1AL 6
16U0...L. 9 W.JULk LL.Liki 092 SC1 8 202
!LI;,1. i
Fig. 2-15
PAGE
JoNIUK hiGh WAOE PERIUU-4
J NAMI 5utiJ LOOE 01.k1a 0RADL NAL ROUM GR LEVEL GRADE PERIOD
Hti
ti0
110
CHUtHUCHU
I e
8 953 1 1 0086 08 4
d 953 1 1 0088 Od 4
d 953 1 1 0088 08 4
ts 9:3. 1 1 008( 08 4
8 95., 1 1 008C Od 4
7 952 7 1 0078 07 4
202 4 1 008B 08 4
Fig. 2-15 - Incomplete Listing
FIG. 2-16 - GRADE DISTRIBUTION REPORT
GRADE DISTRIBUTION L I NCOLN H I GH SCHOOL
TEACH NAME TEACH a NO.A /40.8 NO.0 NO40 NO,IF NO.1 II A % I
20
OG
43
19
35
IOU
27
22
OA
13
et1
CI(
1'
4:
2'
1'
2.
2
2
1
0
1
ANTOINE 006 10 18 26 28 4 1 11.5
ANTOINE OOL I 00.0
BJERSTE 022 3 38 24 11 6 5 03.4
CANTY 058 13 17 18 16 2G 3 1489
CHR I STE 068 8 42 37 19 10 1 06.9
CHR I STE 102 1 00.0
DAY . 124 8 23 25 12 17 09.4
DURETTE 159 4 21 19 10 37 1 04.3
lo, FARST 16C 77 A 6 1 I 02.8
ODELL 177 4 2 4 2 3 260
F I SHER 184 3 15 7 1 9 07 el
F I SHER 187 1 00.0
FOHS 191 6 IS 20 14 14 19 06.0
GAISER 202 12 32 24 4 2 16.2
GOBLE 214 17 33 33 21 9 6 14.3
GRAYEM 220 4 5 29 28 28 36 4 26.5
HALEY 236 10 15 15 8 3 I 19.2
HARDY 240 26 28 24 14 8 8 24.1
HOWARD 266 20 23 15 10 17 9 21.3
HUNTER 280 19 14 22 8 8 6 24.7
CHR I STE 305 2 00.0
KESSLER 312 96 23 2 1 780
N HIGH SCHOOL
NO.1 Ili A
1 11.5
00.0
s 03.4
3 14.9
1 06.9
00.0
09.4
1 04.3
82.8
26.7
07.3
00.0
19 06.8
16.2
6 14.3
4 26.5
1 19.2
e 24.1
9 21.3
6 24.7
00.0
78.3
gie%CliDtiFliGRADE PFRIOD0.4
I
20.7 29.9 32.2 04.h 01.1
00.0 100.0 00.0 00.0 00.0
43.7 27.6 12.6 06.9 05.7
19.5 20.7 18.4 2160 03.4
35.9 3i.6 16.2 08.5 00.9
100.0 00.0 00.0 00.0 00.0
27.1 29.4 14.1 20.0 00.0
22.8 20.7 10.9 40.2 01.1
08.6 06.5 01.1 01.1 00.0
13.3 26.7 13.1 20.0 00.0
116.6 17.1 17.1 22.0 00.1
00.0 00.0 0060 100.0 00.0
1100 22.7 15.9 15.9 21.6
43.2 32.4 03,4 01.7 00.0
27.7 27.7 17.6 07.6 05.0
17.1 16.5 16.5 21.2 02.4
k8.8 28.8 15.4 05.8 01.9
25.9 22.2 13.0 07.4 07.4
24.5 160 10.6 18.1 09.6
18.2 28.6 10.4 10.4 07.8
00.0 100.0 00.0 00.0 00.0
19.2 01.7 00.0 00.8 00.0
G te, 1 1 ul0GRADES GIVEN
87
1
87
87
117
1
85
92
93
IS
41
1
88
74
119.
170
52
108
94
77
2
120
'7.7
T.
Tar
,
CLASS STUDENT
RANKING
STUDENT
NA,*
OLAKEMAt.
SAYRE,
LOSCHIAV40. Ttria c
wpm, DONALD M
SMITH. DAVIu L
RAYNAitp.
HARTMAN. SCt;I
HANNA. MAkk
SMARR. DLIAS1E L
CRAIG. STEVL L
MOWN, SAM A
ROBERTS. LAftkl E
ALLENSWGkIP.
SHIPP. PATTI/. M
CARRUTHERS. SHARON
SARNHART. PAUL P
MILL I ANbtati
JAP.
STEMLb. 4Lt%
POOLIMEY, irAkt
MOSATKOS. CHAkLES
COOK. TEDO ft
Acoutuv. MAIL N
PIERCL. 1LRLSA
A
OHARA. JAC,
DONO. STLVCA
RINE. CAkULY% $
COPAS. RLADE%
CRAW. rIkt J
TOTAL STUDLNTS
Ili CLASSST.N8R
108400
171200
149600
191...uu
176200
164200
13%400
13V800
178400
11..000
ili000
.c7000
at,1404)
InbUU
il4004
1%/4400
1eidU0
Ib1u00
1s3e40
13..601
117606
116000
ibmwo
1t1000
10980-0
16LiUV
1111200
11o795
FINAL
PERIOD
SCHOOL YLAR 6768
**FINAL (AADES ONLY**
SIX
WADE POINTS
CREDIT
G.P.A.
RANK
MIU
Pi
14
A14
Mit,
Pe
it,
h.
1,U
PI
14
PA
10
I.
IU
Pi
10
Mlu
Pi V
rku
i1:
iit.
M/4.,
f14
4.4
lu
r.
1%,
.4
1'
M10
NIt,
I.
14,
P14
Mlu
I.
lu
PI
it,
N14
4.750
v.750
v.750
Iu.000
11.000
9.000
4.000
4.500
4.000
8.500
8.500
6.0W
v.000
6.000
6.250
N7su
6450U
6.000
1.500
4,000
6.S0v
5.500
10,5o
ul.%/00
if.50U
5.50U
5.000
d.SOU
4.75
2.453
48
4,75
2.053
46
4.75
2.053
48
5.00
2.000
51
5.50
2.000
SI
4.50
2.000
51
4.50
2.000
Si
5,00
1.900
55
4.75
1.895
56
4.50
1.889
ST
4.75
1.789
58
4.50
1.776
59
5.25
1.714
60
4.75
1.664
61
5.00
1.650
62
4.75
1.632
63
4.00
1.625
64
5.00
1.600
65
4.75
1.579
66
4.50
1.556
67
4.50
1.444
66
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67-68 1 551 962903920913
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Fig. 2-19 - Secondary Record Label
SECTION 3
PIPIL SCHEDULINI
,
PUPIL CLASS ASSIGNMENT (SCHEDULING)
FUNCTIONS IN SECONDARYSection HI
SCHOOL ENVIRONMENT Pupil Scheduling
At some period during the second semester of the school year, eachsecondary school which intends to use the computer for the assignmentof students for the coming year requests and receives from the Center astudent course election card. The card is similar to that illustrated be-low and contains basic identification data taken from the student masterfile. Since the basic data machine-printed on each card are alreadycoded into the card, it is not necessary to re-enter such.
%ST FIRST GR STUDENT NO 2 _ 5 6 10 I 1 12'SrP/ I TH cTEVEN U 024571N. ME L AST cm; WM GR STIJOENT NUMMI I ST e
SAdifji
nun PRINT ALL INFORMATION
-4
STUDENT' Is3I TO SE
ASSIGNED SyTwit am
CENTCA copAL. NE*MOWS
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11-=.121,1
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IA 6
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111111031111111110Fig. 3-1 Student Course Election Card
i:
.--"rogrt 1i)4 i ,. 1 410'
Following delivery of the Student Course Election Cards to the school,the registration activity is carried out according to the policies and wishesof the administration. Many schools prefer to prepare a Course ElectionSheet listing all courses to be offered during the coming year which is com-pleted at home by the student and his parents. These sheets are then re-viewed by the student and his counselor and, if approved, the requests trans-ferred to the SCE card. A typical registration sheet as prepared by theschool and completed by the student and his parents is shown in Fig. 3-2.A completed SCE card is illustrated in Fig. 3-3.
REYNOLDSBURG JUNIOR HIGH SCHOOL - yol
STUDENT REGISTRATION Foam - 1966-67
MIDDLE NEXT YR. NEXT YR. SCHOOL
41.11rnaf a 4..141 &awl
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IT ZIP CODE PHONE NO. AGE
23 A, G., LE-TTE DR IREovou)7.81.42 1430(05! Sbeio- a34 /4
7th GRADE
CODE SUBJECT
' Rewired.CODE-.
i
1
;
,
010 English 1 024
301 Math 364
201 Science 202
106 World History 109
807 Vocal Music . --110
752 Art 111
882 Phys. Ed. (BoyS) 585
883 Phys. Ed. (Girls)
997 LunchElectives
073826
French I (Part 1)
Cadet Band
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8th GRADE 9th GRADE
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orGeneral Science
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11
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Principal
Fig. 3-2 - Student Registration Form
Aset. Principal
/ 1- AST MIST 0 op STUMM! NO 1
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I$HP i ti 11 1141141 4118
Fig. 3-3 Completed SCT Card
Once a school has completed all SCE cards, they are delivered to the
Center for keypunching. A list of all courses offered by the school is alsosupplied the center. After the cards have been keypunched, the Tally and
Paring Run (Phase 1) is made as illustrated in Fig. 3-4.
rgrulieliE 11
!Registration 1
!Sheet 1.40
(0 tional),L P
CompleteSheet(Parents AndStudents)
/SCE CardsReady ForTally Run
CourseDescriptionCards
RequestsApproved And
TransferredTo SCE Card
Pairing AndTally Run
iSCE Cards
ForKeypunching
PairingMatrix
SimpleTally
Fig. 3-4 - Initial Run For Tally and Paring
3.
With the Tally and Pairing Matrix available, the principal can makecertain basic decisions concerning his master schedule before he beginsdescribing it. For example, a low number of requests for a subject mightindicate to the principal that he cannot justify offering the course; a totalof 95 requests, might indicate that four sections will be needed, etc. Atypical Tally is illustrated in Fig. 3-5.
Once such decisions are made, the principal may begin to preparehis master schedule. From the Pairing Matrix, he can determine coursesthat may or may not be offered opposite one another. Figure 3-6 shows atypical Pairing Matrix. An example of how the Matrix is used can be seenby reading down the left column of the Matrix, Eng 4B (044), which had29 elections. Reading across that line, the figure 16 indicates a high rateof conflict. Reading up that column, the course in conflict is 141. Thiscould cause a problem. Reading down the line once more to the figure 54*and then across, 141 is found to be PAD. Since 54 have requested PAD,probably two sections will be offered and the chances of conflict with Eng044 are reduced. Neverthelesa, this tells the principal that he shouldspace these courses out as much as possible in his schedule to avoid con-flict.
By identifying all single and double offerings (commonly known as"singletons" and "doubletons") and spacing these courses in the masterschedule, the principal greatly reduces the possibility of conflictingstudent schedules.
4.
eLnOmINGTON HIGH
101
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COURSE TALLIES
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-1 .1
-1
1_1.
. _1
__L
.1_1
__L_
1 -L
-
.
1--I
._I-
L-1
--
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-L
11
14
1I.
I
1_ 1
.
..../
- A
.
.-1
.-
1-1-
-.I
...--
1. -
L.
..1. _
A _
ILA
- 1
.1
.,
,
.
11
11
11
_1_
A-
.1-
-1-.
.-L
-.3
--L
- 1
4 L
.-L
.-.
WRITING THE MASTER SCHEDULE
Once the principal has prepared a rough form of his schedule, he describeshis proposed schedule for computer simulation. This is done on the form fur-nished by the Center and illustrated in Fig. 3-7. Specifications and instructionsto assist the principal in describing his master schedule are provided by thecenter and a series of seminars conducted by personnel from the Center providesthe principal with valuable information. The center also has personnel availableto work on an individual basis with the principal at all times.
From the master schedule forms prepared by the principal, the center pre-pares a course master file on cards and the first simulation is made Keepin mind that the schedule presented by the principal at this time is strictly a"proposed" schedule and can, and probably will. be adjusted following the firstsimulation or "trial run" on the computer.
First Simulation Run
The illustration below shows how the first simulation run is made,
Principal'sMaster
1CMF PunchedFromMasterSchedule
rCMF
ControlCards
StudentElectionCards
FirstSimulauonRun
REPORTS GENERATED
Course MasterListingFig. 3-9
3-8 - First Sitnulat ion Rt n
onflictRepot tsEach Pupilr ig . 3-10
UpdatedMaster ListFig. 3-11
1
Room LoadFig. 3-12 I
4
TeacherLoadFig. 3-13
Master ListBy PeriodFig. 3-15
,40
Seve
ral v
alua
ble
repo
rts
and
listin
gs a
re g
ener
ated
for
use
by
the
prin
cipa
l at t
he ti
me
of s
imul
atio
n.E
xam
ples
and
a b
rief
dis
cuss
ion
of e
ach
follo
w.
CENTRAL M10m
C115
COURSE
NU
DESCRIPTION
SENES.
SECTION
ERIOD 000m
MASTER SCHEDULE LISTING
DAYS
CREDITS
SEATS
NET
AVAIL
PRIn111Ty
CONTROL
PAGE
INSTRUCTORS NAmE
011
!PATO
CODE
233
BIOLOGY
309
4342
Floc
029
7JOSEPH
FISHER
304 PP
235
BIOLOGY
309
S342
ALL
029
7JOSEPH
FISHES
SO*
235
BIOLOGY
310
4346
FMO
029
7GEORGE
CRONIN
303 41
233
BIOLOGY
310
S346
ALL
029
7GEORGE
CRONIN
303
233
BIOLOGY
3II
43
343
ALL
100
029
1om
poTTS
SO9 AA
215
BIOLOGY
311
6343
T029
1ROM
POTTS
SO9 9.
235
BIOLOGY
312
6342
T100
029
7coloTi4y
Gan
sos 9.
295
OIOLOGY
312
7342
ALL
029
7001607147
GANZ
SOS
235
BIOLOGY
313
6343
F100
029
7RoPERT
POTTS
3O9 410
295
BIOLOGY
313
7143
ALL
029
7OBERT
POTTS
SO9 A
237
APPL CHEM
101
3123
ALL
100
023
0H1115
VIGLIOTTA
312 A.
Mt
APPL Cmem
302
322T
ALL
MO
023
CmPts
VIGLIOTTA
312 A
297
PM OWN
303
s126
ALL
100
023
RA',
1[001ELSKI
SOP
Fig.
3-9
- C
ours
e M
aste
r L
istin
g
Thi
s lis
ting
is g
ener
ated
aft
er th
e m
aste
rsc
hedu
le p
ropo
sed
by th
e pr
inci
pal i
s re
ad in
toth
e co
mpu
ter.
Num
erou
s ite
ms
in th
e pr
opos
ed s
ched
ule
are
edite
dfo
r er
rors
and
"w
arni
ngs"
prin
ted
on th
e m
aste
r lis
ting
ifpo
ssib
le p
robl
em a
reas
are
det
ecte
d.It
ems
such
as
mis
sing
sect
ions
, im
prop
er c
odin
g, e
tc. a
rech
ecke
d be
fore
eac
h si
mul
atio
n ru
n.
Onc
e th
e m
aste
r sc
hedu
le h
asco
mpl
eted
the
edit
rout
ine,
stu
dent
req
uest
card
s ar
e re
adan
d th
e co
mpu
ter
atte
mpt
s to
sche
dule
eac
h st
uden
t int
o th
e pr
opos
ed m
aste
rsc
hedu
le.
If a
stud
ent i
s su
cces
sful
ly s
ched
uled
,no
thin
g is
pri
nted
dur
ing
sim
ulat
ion;
the
stud
ent's
sch
edul
e
C^PFzICY
1?-,
120
- CM90Sr 449 . STUDENT NO
A071441 . NANt 8EL8AEK
SAV:A
147
4(10
SI1
411
9;
..... *********
Al:AIL SECTPINS lr (Lem: COURSES (:71mPUTco
TIM'S
PaTTfQys cz-tm (EFT TO 810mT)
***** ...............
r. 1
128
01 71177 34 210
61:
01 Zt
ALL
S1 14LI
SI
lot
SI
pro 2
0147 04 2I811
03 2141
ALL
S1
TA
Si
OFR 3
.811
n4 21.
wily.
SI
Pro 4
409 01 2341
999 01 21.14? 0. 21.811
OS 71.
ALL
S3
*ALL
S3
*ALL
f3 TR
S3
PEP 4
409 01 Z.
.999 10 2141
ALL
S3
*ALL
SS
PEP 6
*911 01 71128
02 71.122 02 21.999 IT 21.
*ALL
SI
ALL
51 10ALL
SS
*ALL
SS
OFR ?
0147 09 2181106 ZI
*ALL
S3 TO
SI
FP 8
*122 01 21*
0147 01 71.
*ALL
S3
*ALL
S3
PFR 9
OF. 0
*
Fig.
s- I
U -
Ind
ivid
ual S
tude
nt C
onfl
ict M
atri
x
is w
ritte
n on
tape
and
the
next
stu
dent
's r
eque
sts
cons
ider
ed.
If, h
owev
er, a
stu
dent
can
not
be s
ched
uled
, a m
atri
x is
gen
erat
ed s
how
ing
the
man
ner
in w
hich
the
com
pute
r at
tem
pted
tosc
hedu
le th
e st
uden
t, th
e co
urse
cre
atin
g th
e co
nflic
t, th
e nu
mbe
r of
atte
mpt
s m
ade
to s
ched
ule
befo
re r
ejec
ting
the
stud
ent a
nd o
ther
ref
eren
ce d
ata.
Thi
s m
atri
x ca
n be
a v
ery
usef
ul a
idin
adj
ustin
g in
divi
dual
stu
dent
req
uest
s or
the
mas
ter
sche
dule
.
Onc
e th
e co
mpu
ter
has
cons
ider
ed e
ach
stud
ent's
req
uest
car
d, th
e si
mul
atio
n is
com
plet
ean
d a
tota
l is
prin
ted
indi
catin
g th
e nu
mbe
r of
stu
dent
s th
at c
ould
not
be
succ
essf
ully
sch
edul
ed.
An
upda
ted
mas
ter
list i
s al
so g
ener
ated
sho
win
g th
e nu
mbe
r of
sea
ts u
sed,
the
num
ber
rem
ain-
ing,
etc
.1
his
listin
g is
mos
t val
uabl
e in
spo
tting
poo
rly
plac
ed s
ectio
ns, p
erio
ds r
equi
ring
addi
tiona
l sec
tions
, etc
.
CENTRAL HIH
u3DATED PASTER SCHEDULE
67/66
COURSE
NuNOE0 SEC. DESCRIPTION Sri* DAYS
Pat
'ER CODE
ROOM CREDIT
--SEATS--
START DPEK USED
TEACHER
RO. RAPF
235
01
PHYSICS
3ALL
31
1202
100
2$
OS
23
236 JOHNSON ROST.
255
01
PHI'S LAO
3saw
31
202
te
OS
23
236 JOHNSON ROOT.
233
02
PHYS LAO
3T;
32
202
100
2$
07
21
236 JOHNSON ROST.
235
02
PHYSICS
3ALL
42
202
26
07
21
236 JOHNSON ROW.
233
03
PHYSICS
3ALL
$5
2202
100
26
OS
23
236 JOHNSON ROOT.
233
03
PAWS LAO
3NT
A2
202
26
OS
23
236 JOHNSON ROST.
253
Odh
PHYS LAB
3or
$1
202
100
2$
06
23
236 JOHNSON ROOT.
255
OA
PHYSICS
3ALL
91
202
28
06
22
236 JOHNSON ROOT.
233
OS
PHYSICS
3ALL
12
202
100
28
OT
21
309 DATES DAVID
259
OS
PHYS LAS
3To
22
202
2$
0?
21
309 OATES wow
233
06
PHYS LAO
3AW
St
1202
100
2$
06
22
3040 DATES DAVID
253
04
PHYSICS
3ALL
S1
tor
2$
06
22
SO, OATES DAVID
236
01
SA SCI
3ALL
3211
100
32
02
30
105 JORDAN PAUL
236
02
SR SCI
3ALL
5003
100
32
04
26
103 JORDAN RAUL
Fig.
3-1
1-
Upd
ated
Mas
ter
Sche
dule
Lis
ting
If, a
fter
car
eful
stu
dy o
f th
e lis
tings
gen
erat
ed to
this
poi
nt, t
he p
rinc
ipal
wis
hes
tom
ake
adju
stm
ents
to h
is m
aste
r sc
hedu
le, r
oom
load
and
teac
her
load
list
ings
ass
ist h
imin
mak
ing
soun
d an
d se
nsib
le m
odif
icat
ions
.T
hese
list
ings
indi
cate
roo
ms
that
are
vac
ant
each
day
and
per
iod,
sea
ts a
vaila
ble
in s
ectio
ns w
hen
the
room
is in
use
, etc
.T
he te
ache
rlo
ad r
epor
ts is
sim
ilar
to th
e ro
om lo
ad r
epor
t, th
e on
e ex
cept
ion
bein
g th
at it
is g
ener
ated
by te
ache
r ra
ther
than
roo
m n
umbe
r se
quen
ce.
am*
CENTRAL HIGH
COURSE
NUmBER SEC. DESCRIPTION SEm DAYS
ROOm
LOAD
REPORT
PR/
PEa CODE Room CREDIT
---sFATs...-
START OPEN USED
6Y/6
11
TEACHER
NO. NAME
HOME ROOm
3ALL
00
126
517 VIGITOTTA
259
01
CHEMISTRY
3ALL
1126
100
24
14
10
SOS KDRIFLSKI
259
01
CHEMISTRY
mw
2126
24
14
10
SOR KORIrLSKT
249
06
CHEMISTRY
3TR
126
24
14
10
507 HARRIS
12
22
259
05
CHEMISTRY
3Mot
31
126
100
24
14
10
501 SMITH
MO
PM1
TRF
M01
10M
2TRF
3
259
OS
CHEMISTRY
3ALL
41
126
24
14
10
SO1 SMITw
259
12
cmFmlATRY
3MF
42
126
100
24
OR
16
307 HARRIS
259
04
CHEMISTRY
3TP
41
126
24
14
10
s011 KOBIFLSKI
259
12
CHEMISTRY
3ALL
52
126
24
05
16
S07 HARRIS
259
07
CHEMISTRY
3ALL
61
126
100
24
19
OS
SOR ROBIrLSKI
259
07
CHEMIsyRy
mw
1126
24
19
OS
508 KOBIFLSKI
249
11
CHEMIsTRy
3TR
72
126
100
24
14
10
507 HARRIS
17
27
257
03
APPL CHEM
3ALL
126
100
29
14
OR
sos K081FLSKI
fig.
3-1
L -
Roo
m L
oad
Lis
ting
CENTRAL HIGH
COURSE
NUMBER SEC. DESCRIPTION SFM DAYS
HOME ROOM
3ALL
203
05
MATH cr
1ALL
1ALL
7ALL
207
07
MATH 11
3ALL
209
02
MATH 12A
IALL
211
02
MATH 128
2ALL
1ALL
2ALL
209
03
MATH 12A
IALL
211
03
MATH 128
2ALL
1ALL
2ALL
207
08
MATH 11
3ALL
TrACHER
LOAD
REPORT
PR/
PER CODE ROOM CREDIT
on
212
1 2 2 3 4 4 5 6 6 7 7
67/6
8
.SEATS.
TEACHER
START OPEN USED
NO. NAME
408 P4FLAN
212
100
25
12
13
408 PMFshi
212
100
27
17
10
408 PNFLAN
212
050
25
14
11
408 PMFLAN
212
050
2S
18
07
408 PHFLAN
212
050
212
050
25
08
17
408 PMFLAN
25
05
20
408 PHELAN
212
100
27
20
07
408 FINFLAN
Fig.
3-1
3 -
Tea
cher
Loa
d L
istin
g
Cfh
f444
. miG
re
you'. uTILIzattcft.
cows( NASTEO
sisEms 1
LIST
- 1WMOO
67i60
. SEPESTfo 2
PER=
MON
YVES
6E0
T06.0
FRI
NON
IL,4
wir0
?NUR
FR
0:
6)2
626
600
632
610
632
33
300
63:
611
02
302
912
316
312
SOS
Sp
376
300
37 6
SSo
03
632
616
632
SeS
sqle
632
616
632
SOS
S1PO
04
68)
333
400
333
320
*7 O
32,
403
921
316
OS
696
666
661
301
301
69/
666
46
302
302
06
403
336
6OS
653
913
4041)
SOS
696
606
316
0/
313
MI6
601
364
SIM
376
SOO
606
Sw?
3113
0$
604
353
606
613
606
601
9.04.
t:T
616
602
00
10 Fi
g. 3
-14
- Pe
riod
:..o
ad L
istin
g
The
per
iod
load
list
ing
prov
ides
the
prin
cipa
l with
an
over
all p
ictu
re o
f pe
riod
bal
ance
by s
emes
ter.
Eac
h fi
gure
indi
cate
s th
enu
mbe
r of
stu
dent
s as
sien
pd to
a cl
ass
each
per
iod.
The
refo
re, b
y su
btra
ctin
g ea
ch f
igur
e fr
omth
e to
tal e
nrol
lmen
t of
the
scho
ol, t
hepr
inci
pal
know
s th
e nu
mbe
r of
stu
dy h
all s
eats
he
mus
t hav
e av
aila
ble
each
per
iod.
The
mas
ter
listin
g by
per
iod,
sho
wn
in F
ig.
3-15
, bre
aks
the
mas
ter
sche
dule
dow
nin
to th
e m
ore
trad
ition
al m
anne
r w
hich
pri
ncip
als
use
in c
onst
ruct
ing
the
conv
entio
nal m
aste
rsc
hedu
le.
It a
lso
furn
ishe
s th
e pr
inci
pal w
itha
sect
ion
by s
ectio
n br
eakd
own
of th
e to
tal
figu
res
prov
ided
by
peri
od in
the
peri
od lo
adlis
ting
and
indi
cate
s th
e nu
mbe
r of
rem
aini
ngse
ats
avai
labl
e fo
r us
e ea
sch
peri
od.
CENTRAL wIo,
COURSE
MASTER
LIST
- By PERIOD
COURSE
PR/
----SEATS----
SOWER SEC. DESCRIPTION SUPDAYS
'En CODE OM CREDIT
STAR? OPE% LSED
67/69
TEACHER
NC, NAPE
013
05
ENGLISH 3
3ALL
32
009
100
32
OS
27
722 BRILL JCAN
014
02
ENGLISH 3
3ALL
020
100
32
OS
27
143 GROSS CLARE
014
06
ENGLISH 3
3ALL
3?
024
100
32
os
27
267 BENTE STEPHEN
014
Of
ENGLISH 3
3ALL
02
217
100
17
04
29
295 CRONIN NARY
019
02
ENGLISH 4
3ALL
32
004
100
32
OS
27
642 DOSERT GERALD
021
01
ENGLISH 4
3ALL
32
209
100
32
06
24
314 RUSSO FRANK
030
01
JOURN 2
3ALL
32
027
100
32
12
20
432 MCBRIDE JOAN
040
01
DIAN 3
1ALL
22
022
SO
30
10
20
647 MCBRIDE KENNETH
103
02
U S HIST
3ALL
02
211
100
32
03
29
320 HARRIS PATRICIA
103
11
U S HIST
3ALL
02
210
100
32
OA
29
562 ROGERS JAMES
113
01
GOVT POD
3ALL
02
206
100
30
07
23
31? MURPHY PART
113
04
GOVT POD
3ALL
02
216
100
32
OA
24
406 DIETSCHE IRA
211
02
ADv
ALG
3ALL
32
213
100
32
09
23
S?? OROwN RAY
253
OS
PHYS LAS
3TR
32
003
20
07
21
304 SATES DAVID
235
Oe
PHTS LAS
3NC
32
002
100
29
06
22
309 SATES DAVID
307
01
LATIN 3
3ALL
02
00?
100
32
17
IS
335 JACKSON JAN
Fig.
3-1
5 -
Mas
ter
Lis
ting
By
Peri
od
Follo
win
g th
e fi
rst s
imul
atio
n ru
n,th
e pr
inci
pal,
with
the
aid
of th
e lis
tings
pro
vide
d hi
m,
anal
yzes
the
resu
lts.
Cer
tain
bas
ic it
ems
mus
tbe
eva
luat
ed a
nd d
ecis
ions
reac
hed
as to
how
the
resu
lts c
an b
eim
prov
ed.
The
fol
low
ing
cons
titut
esfu
ndam
enta
l are
as o
fco
nsid
erat
ion:
IW
ere
any
of th
e in
divi
dual
con
ilic
ts c
reat
ed b
y st
uden
tsre
ques
ting
mor
e su
bjec
tsth
an
co.il
d po
ssib
ly b
esc
hedu
led
into
the
num
ber
of p
erio
ds in
the
mas
ter
sche
dule
2.W
ere
conf
licts
the
resu
lts o
f "s
ingl
eton
s" a
nd"d
oubl
eton
s" c
reat
ing
a"b
lock
-out
" ef
fect
.re
mem
ber
that
whe
n a
sect
ion
of a
"do
uble
ton"
is o
ffer
ed o
ppos
ite a
"sin
glet
on,"
the
rem
aini
ngs-
tctio
n of
the
''dou
blet
on,"
for
all
prac
tical
pur
pose
sal
so b
ecom
es a
"si
ngle
ton.
"T
he s
ame
is
tr:;e
with
two
"sin
glet
ons"
off
ered
oppo
site
a "
trip
leto
n" c
ours
e.In
the
exam
ple
show
n in
Fig
.3-
16,
cour
se 0
74be
com
es a
"si
ngle
ton"
sinc
e it
is o
ffer
ed o
ppos
ite"s
ingl
eton
" 02
5 fi
rst p
erio
d.
3. Has one course conflicted sufficiently to justify moving it to anotherperiod in the master schedule.
4. Are there certain sections of a course that are "loading" poorly andmight be opened up by moving it or another course in direct opposition to it(usually a "singleton").
PEk 1
PL14 2
PE* 3
PEN
Rik 5
PEN b
PLR /
PER el
pkk
I PER 0A
145 Ul Z3* * * * * *0/4 01 Z1*ALL 53 * * * * * *MWF 53 *
* * * * *1342 Ul Z1* e* * * * *ALL 53 * *
* * *107 01 Z1* * * *
* * *ALL 53 * * * *
* * * * * *074 02 21** * * * * *MWF 53 *
*2ZU 01 ll* * * * ** *ALL 53 * * * * *
*30b 01 Zlit * * * * *
ALL 53 * * * * * *
* * * *113 01 ZI* * *
* * * *ALL 51 * * *
* * * * * * ** * * * * a *
* * if * * * ** * * * 0 * *
* * * * * * ** * * * * * *
Fig. 3-16 - Example of "Doubleton" Which Assumes "Singleton" Status
5. Do individual conflict charts indicate Periods which do not containrequested courses. Note in Fig. 3-17 that periods 4, 8, and 9 are vacantof courses this student has requested.
15.
-
PER 1 011 01 Z3* * * * * * *
ALL 53 * * * * * * *
PER 2
PER 3
PER 4
* *212 01 Z1* * *587 01 Z1*884 01 Z1** *ALL S3 * * *ALL 52 *Mw 53 *
* * *102 01 21* * *884 02 21** * *ALL 53 * * *TR 53 *
* * * * * * ** * * * * * *
.0( 5 *305 ul 21* * *112 01 Z1*587 02 21**ALL $3 * * *ALL 52 *ALL 52 *
PEk 6 * * * * * *d84 03 Zl** * * * * *Mw 53 *
PEk 7 * * * * *587 03 21*664 04 Z1** * * * *ALL 52 *wF 53 *
PER 8 * * * * * ** * * * * *
PEN 9 * * * * * ** * * * * *
PER 0 * * * * * *
* * * * * *
Fig. 3-17 - "Open" Periods Related To Student Requests
After such considerations are weighed and the appropriate adjustmentsmade, the second simulation run is made in exactly the same manner asthe first. In certain situations, a third may be necessary before an accept-able master schedule is realized.
16.
_
'
FINAL RUN
Shortly before school opens, the final run is made. This routine isillustrated below:
IStudentAddress Cards
(Optional)
Fig. 3-18 - Final Run
1
REPORTS GENERATED
StudentSchedulesFig. 3-19
Study HallInput ListFig. 3-20
UpdatedStudy HallList
Examples of each report produced at this time follow.
17.
ClassRostersFig. 3-22
HomeroomRostersFig. 3-23
Study HallRostersFig. 3-24
The student schedule is printed in multiple copy with two copies pro-
3.uced on heavy stock for filing purposes. Addresses can be included as
zn optional feature
PUPIL SCHEDULE CENTRAL HIGH-.
DUANE HENDRICKSON 10 106 167/68YR.
04!011521MBIRTH DATE SIX
0801275STUDENT NOSTUDENT NAME GRADE i WWI ROCImiSCHOOL
862 E NORTH wATEP.............
NOME ADDRESS PARENT NAME NOmE PHONE
COURSE PIIII00 ROOm CREDIT SEM" DAYS &MT INSTRUCTORS NAME REMARKSDESCRIPTION TER
106 ENG 10G 01 435 1.00 3 ALL'ALL
GROuvER639 ADV ART 02 327 .50 1 wILKINS
STUDYHALL 02 302 2 AIL205 MATH 10 03 214 1.00 3 AIL SCALISI
STUDYHALL 04 302 1 MTWP .
STUDYHALL 04 302 2 mTwP
255 BIOLOGY 04 LB5 1.00 3 F FISHER25g S100GY 05 255 3 ALL FISHFR306 LATIN 2 06 009 1.00 3 ALL BRADY912 PHYS ED 07 GYM .25 3 AIL ROBERTS137 HIST 10G 08 217 1.00 3 ALL HERMAN
..
,
*SEMESTER CODE I Is. SEMESTER 3 BOTH SEMESTERS
1 304 SEMESTER
Yig. 3-19 - Student Schedule
Notice that semester codes designate yearly and single semester courser.'
18.
The study hall input list is actually a "master schedule" for all study
halls. Since study halls are not considered during the simulation runs, they
do not come into the picture until this time. lhis listing indicates the section
number, room number, and "dummy" section each period for "overflow" use.
71112111r7*321117"1"1"1a211 01 01 203 XxXXX 30
1 02 01 CAF XXXXX 29
1 XX 01 XXx WM( 99
1 01 02 203 X X X 30
1 02 02 CAF XxXxX
1 XX 02 XXX XXXXX 99
1 01 03 203 XXXX 20
1 02 03 CAF XXI= 13
I XX 03 XXx XXXXX 99 1
1 01 04 203 XXXXX 45
1 02 04 135 XXXXX 49
1 XX 04 XXX XXXXX go
1 01 05 203 XXXXX
1 02 OS 135 XXXxX
1 xx os xxx XXXXX 99
1 01 04 203 XXXXX 48 I
1 02 06 CAF xXXXX
1 XX 04 XXX XXXXX
1 01 07 203 XxXXX 30
1 02 07 CAF XxXXX 23
1 XX 07 XXX XXXXX
1 01 0$ 203 xXXXX 25
Fig. 3-20 - Study Hall Input Listing
19.
The seats available are also desig-
nated on this listing. An option at
this point is to leave vacant periods
in a student's schedule unassigned.
Following the final pass, an
updated study hall list is also
generated which is the equivalent
of an updated master schedule.
This listing (Fig. 3-21) shows the
number of seats used each period
of the day each semester. This
affords the principal an ove-view
of balance in study hall sections
and guides him in assigning new
students much in the same way as
the Updated Master Schedule.
STUDY HALL SUMMARY
SEATS PER-SECT ROOM SEN MON TUE wED THU FRI
065 1-01 213 1 049 055 065 057 061
065 1-02 215 1 050 043 061 035 040
065 2-01 213 1 064 06? 069 062 065
065 7-02 215 1 053 054 057 n54 065
065 3-01 213 1 043 046 043 065 062
065 1-02 215 1 041 052 041 065 052
065 4-01 213 1 052 043 052 043 052
065 4-02 215 1 000 000 000 000 000
065 5-01 213 1 039 0511 039 058 039
065 5-02 215 1 000 000 000 (t30 000065 6-01 213 1 048 057 065 059 062
065 6-02 215 1 049 045 061 037 041
065 1-01 213 2 061 057 065 055 049
065 1-02 215 2 040 035 061 043 050
065 2-01 213 2 062 065 062 065 062
065 2-02 215 2 054 057 054 065 054
065 1-01 213 2 043 046 043 065 062
065 3-0? 215 2 041 052 041 065 052065 4-01 213 2 043 052 043 052 043
065 4-02 215 2 000 000 000 000 000
065 5-01 213 2 058 039 058 039 058
065 5-07 215 2 000 000 000 000 000
065 6-01 213 2 049 055 065 057 061065 6-02 215 2 050 043 061 035 040
Fig. 3-21 - Updated Study Hall List
Class Rosters (Fig. 3-22) are also generated in multiple copy for
each section of each class. Identification information pertaining to each
class as well as data on each student assigned to each section appears on
this listing. Total enrollment by s.....x is also given at the end of each roster.
20.
CENTRAL HIGH
COURSE 30601 LATIN 2TEACHER 986 UOY FRANCES
ROOM 009 PERIODCREDITS: 100
0967
6 MEETS NTWRFSEMESTER 1 6 2
NAME SEX GRADE HR STUDENT
ALDUINO ABRAHAM 10 306 0100123BARBARO MARTHA 10 310 0203456CATHAWAY CELESTE 10 310 0301789DESIO ROSEANNE 10 306 0405000DESSATTI *AMORE M' 10 310 0404139FOPESTER RICHARD 10 310 0604531FURGUNS04 LORRAINE 10 306 0602351GRAHAM BARBARA 10 327 0700125GUNTHUR RONALD 10 327 0705257HENRICKSON DUANE 10 306 0801275
HOWARD SUSAN 10 310 0809527HULLENDO4F HENRY 10 327 0813572JOHANSEN ELIZABETH 10 306 1003725JOHNSON DOUGLAS 10 306 1004752KING JOHN 10 306 1104310KLINGER KENNETH 10 327 1105301KNUTSON GREGORY 10 310 1103482LINDERMAN LAURA 10 306 1203428SORENSON FRANCINE 10 327 2007249FREEMAN CHARLES 12 208 0601284
JORJENSON JEFFREY 12 208 1005824KING MARGARET 12 208 1105842THOMPSON STEVEN 12 203 2113350
TOTAL 23 FEMALE 10 MALE 13
Fig. 3-22 - Class Roster
Homeroom Rosters (Fig. 3-23) are produced in much the same manner
as class rosters. This roster is also produced in multiple copies and includes
much the same data as the class roster.
21.
NVMBER TITLEHOPE ROOM
CODE
PER MST ROOM306
PUPIL NAME
CAYS SEM SCL
SEX GRADE
102207 ALBERTSON DOLGLAS P 10
100123 ALDUINO ABRAHAM m 10
200270 BALBONI ANNETTE F 10
263516 BARTON MARY F 10
287561 BROWN HAROLD Po 10
306027 CHAISTOPOLOUS CARO F 10
405000 DESIO RUSEANNE F 10
417072 DOUGLAS GEORGE w 10
514702 EVERETT IRVING m 10
623015 -- FITZGERALD JENNI F 10
620720 FRANKEL LISA F 10
602351 FURGUNSON LORRAINE F 10
732222 GORDON ARNOLD m 10
801275 HENDRICKSON DUANE IA 10
896111 'OPE ANUREw P 10
954333 INGLAS PETER m 10
078666 JACOBSON PAUL m 10
003725 JOHANSEN ELIZABETH F 10
004752 JOHNSON DOUGLAS m 10
138221 KELLY PATRICK m 10
104210 KING JOHN m 10
250110 LATHROP KENNETH m 10
203428 LINDERMAN LAURA F 10
329305 mCCONNELL JANET F 10
347165 MCDONALD KELLY F 10
327332 MCDOUGAL KATHLEFN F 10
342651 4ORR0w bRENDA F 10
449443 NESMITH NORRINE F 10
516554 OLEARY DIANA F 10
535615 OLSEN JULIANNE F 10
812156 REYNERTSON JEANNE F 10
808035 RONNING DONALD m 10
191510 TOMASSONE DAVID M 10
361501 vOLLENDORF GARY P IQ
650150 ZELENT bRUCE M 10
TOTAL GIRLS 017 TOTAL BOYS 018 TOTAL STUDENTS 035
Fig. 3-23 - Humeruum Rosier
The Study Hall Roster (Fig. 3-241 is similar to the homeroom and
class rosters except each day that the student is in the particular study
hall is indicated. Rosters are printed on a period and semester basis to
allow for single semester study halls. Totals by sex are also furnished.
..
CENTRAL HIGH
T(AM* 062 WELLS SARAH 04
NAORIG*4SONENSONTALKALPEALDVSALOmu*
BROWCATN
CN*1DES1OESSDOUGEVENFITZrocpRANFuOGGOND
GRANGUNTHEWHOO2NOWAHULLINGLJACOJOHAJOHN
ICEL.'
KING jOHN m 10 306 1106310 TF
KLINGER KENNETH 10 327 1103301 Tr
KNUTSON GREGORY 0 10 310 1103482 TF
LAT0000 KENNETH 0 10 306 1:50110 yr
LINDERMAN LAURA F 10 306 1?014:8 T
44CCCNNELL JANET F 10 306 1329303 r
KELLY F 10 306 1167165 TAF
mCnaUGAL KATHLEEN r 10 306 1121312 T
tvoKow BRENDA F 10 306 1342651 T
NAME
09-6?
000m 302 PERIOD 4 WETS TOFSINISTER 2
MAUREENPATRICIA
SEX GRADE $4, STUDENT DAYS
F 09 103
F 09 1030846931199T483
TRFTRF
CENTRAL HIGH
STODIMALL ROOT= - COPT:MID
09-6?
NAME GEN GRADE 448 STUDENT DAYS
NESMITH NONRINE F 10 306 1466441 TR
OLEARY DIANA F 10 106 1516334 iF
OLSEN. JULIANNE F 10 306 1533615 TPF
REYNERTS)N JEANNE F 10 306 1812156 TPF
*OWNING DONALD M 10 306 1808033 PF
SORENSON FRANCINE F IC 32? 2001248 TF
TGAsSONE DAVID 01 10 306 2191310 TPF
vOLLENONF GARY m 10 306 2361501 TPF
ZELENT SINCE N 10 306 2650150 F
HARRIGAN KEVIN M 11 218 0870204 F
PETERSEN JANES N 11 204 1619161 F
UNDENNILL mow( so 11 218 2123165 T
vANDER002;NE JASON A 11 218 2264244 T
FREEMAN CHARLES m 12 208 0601284 ?IF
JORJENS34 JEFFREY m 12 208 1005824 TPF
KING MARGARET i 12 201 1109842 TOANNERTS34 JUDITH F 12 327 mono TAF
ToINPS04 STEVEN 01 12 201 2113330 TPF
WILLARD LOUISE e 12 323 2113035 oF
YOuNGER SCOTT 4 II 127 2589164 F
TOTAL 60 FEmALE IT mALE 13
CONTINUED ON N(AT "PAGE
Fig. 3-24 - Study Hall Roster
In the final analysis, the following can be said of computerized pupil
scheduling:
1. The principal, within the limits of this.method of computerized
scheduling 'here we refer to the "class loading" system) retains total control
over his master schedule and, to a great degree, over individual student
schedules.
2 3.
2. The very fact that the principal is in control of the scheduling
process makes it a "must" tha:. he prepare a sound and logical master
schedule. A master schedule that is not functional manually is no better
when computerized.
3. Since so many items are thoroughly edited before processing by
the computer, personnel collecting data for scheduling must pay particular
attention to detail. Bad data assures tragic results.
4. While it is possible to complete scheduling for a school in a rela-
tively short period of time, schools should not delay this task. It is defi-
nitely advantageous for all concerned to begin the scheduling function during
the early part of the second semester.1
24.