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All questions and answers listed here were collected at DQN meetings.
Some issues with link for online app form for Interscholastic. Who do we call for tech support with this?
Go to the Interscholastic Athletic Opportunities section of the 2013-14 PIMS Manual Vol 1 for details on this collection. A website is provided that contains a contact email for this collection.
Can clarification be given as to when each District Fact template is required?
The District Fact templates used in the LEP collection are required in October Student data collection. See the attached presentation for details on the LEP collections. Information regarding Title 1 and School Choice/SES will be incorporated in the PIMS Calendar soon. Both of these collections were formerly collected in eGrants. The contact for Title I is Kelly Gallatin (email@example.com). The contacts for School Choice/SES are Norma Hull (firstname.lastname@example.org) and Erin Oberdorf (email@example.com).
What if you don't offer lunches? Should all of your students be coded as "N"?
Report Y for students who are receiving F/R Lunch regardless if you are offering it.
PIMS administrators are not familiar with the Professional Development Survey previously submitted separately, and by the ELL Coordinators. Could you explain this data and explain which data pertains to the 12-13 school year and which data is pertaining to 13-14 school year? I do not see the term "Professional Development Survey" referred to anywhere in the PIMS manual....although we were referred to Appendix AF...which is NOT labeled as the survey....but seems to have survey questions.
See the attached October Student Collection webinar which addresses the Professional Development Survey.Â Questions regarding this collection should be sent to ra-LEP@pa.gov.
Refresh our memories on the formatting of the Grade 9 Entry date field and DQE errors concerning this field.
In the 2013-14 PIMS User Manual Vol 1, in the Student template go to field 97 Grade 09 Entry Date and review the Definition and Business Rules for this field.
We have a pre-k counts program this year for the first time. Do we submit those students in our October count?
In the 2013-14 PIMS User Manual Vol 1, see the “Students to Be Reported” section regarding the reporting of Pre-K Counts students.Â Also, refer to slide 13 of the attached October Student Collection webinar for a summary of how these students should be reported.
Does homeless identification have impact on the food eligibility data?
It is important to identify these students as F/R lunch recipients in PIMS.
Special Ed students that remain in 12th grade for 4 yrs should we indicate yes in field 46 for repeating current grade level?
On required fields, why are the other LEP fields not required? (Student Snapshot and Program Fact LEP Eligibility)
Questions regarding LEP should be sent to ra-LEP@pa.gov.
We have Pre-K counts, Federal Head Start, and State Head Start. Which of those do we report for October 1? Pre-K counts and State Head Start only?
What are the new rules on field 70 in the student template, ADA. Do we have to mark any student that has an IEP in field 38 with a N in field 70 if they do not have a 504 plan.
Questions regarding ADA status should be sent to Steve Simchock (firstname.lastname@example.org)
For a newly enrolled student, what is the best way to get an accurate initial State Entry Date into a PA school? Looking for advice or guidance.
Questions regarding State Entry Date should be sent to ra-LEP@pa.gov.
Do you send out additional questionnaire to determine low income besides the lunch questionnaire?
Low Income and Free/Reduced Lunch are not the same.Â It is at the discretion of the LEA to decide if a student is considered economically disadvantaged.Â In the 2013-14 PIMS User Manual Vol 1, in the Student template go to field 88 Poverty Code and review the Definition and Business Rules for this field.
Cyber program is conducted at home district using staff from another school. Home district enrolls student and gives grade. How is staff reported? how are students reported?
Students in your LEA that attend a Cyber Program are reported at the school in which they would be educated if not in the Cyber Program.Â See slide 14 in the attached October Student Collection webinar.
Can you please clarify reporting for students in county prisons. Last year the home district reported. Jodi said Wards of State in county prisons are reported by the district where the prison is located.
District of Residence/Charter School reports. If ward of state, reported by district in which the county prison is located.
Must grades K-2 have teachers assigned for core subjects?
Yes, all core-content courses taught to public LEA students for elementary or secondary credit are to be reported to PIMS. This will require the LEA to submit all 3 course templates, Course, Course Instructor (should be the teacher of record), andStaff Student Course (report all staff who have direct instructional responsibility for a student, including the teacher of record). K-2 courses (reported as 001, 002, K5F, etc.) are considered core-content courses. They are subject to HQT, but not PVAAS.
Do districts report IU ELL teachers in the staff collection as subcontractors, field 44?
October Staff Collection- refer to pages 17 and 18 of the PIMS User Manual Volume 1. Review the section Which LEA should report this person? Determine your situation and use the guidance that best reflects your situation. Course/HQT Collection - No, an LEA who has another LEA (SD, AVTS/CTC, CS and/or IU) teacher who has direct instructional responsibility for a course should be reported by the employing LEA in the Staff Student Course template with the teachers PPID. If the teacher is the teacher of record, then the LEA should also report this teacher in the Course Instructor template.
Must grades K-2 have teachers assigned for core subjects?
Do we report Staff filling a LTS vacancy ?
For the October Staff Collection only report a Long-Term Substitute if they are filling a vacancy. Please refer to page 17 of the PIMS User Manual Volume 1 on how to report Long-Term Substitutes in the Course/HQT collections. A vacancy would be an open position that does not have a permanent employee filling this position.
Question regarding the teacher of record for a teacher who is acting as a language arts coach for the 13-14 SY and is doing all teaching obligations in the sub position. Is the sub to be on the PIMS report as the teacher of record? The professional employee is still in the district teaching another assignment and the LTS is filling that position and doing all the planning and teaching.
A LTS needs to be reported if any one of the following apply - they are filling a vacant position(October Staff Collection), are the teacher of record, provides sole direct instruction to the student, or is teaching the same course for 70 or more days.The person performing the job is the only person instructing students, so they must be the teacher of record. Refer to page 17 of the PIMS User Manual Volume 1 for additional guidance.
It was stated that staff couldn’t get emails sent to personal accounts - is this a change?
A work (school) email account has always been required due to the confidentiality of the data. The school email address is now going to be used to set-up access to the PVAAS system. As a reminder, each PVAAS account (UserID and Password) is for 1 user and are not to be shared. Providing someone access to confidential data, who does not need to have access, may be considered an issue of professional misconduct.
We believe that we heard a contradiction with the long term subs for a semester or longer or for filling a vacancy? Or subs just filling a vacancy?
Slide 3 of the Staff Collection presentation list Who Is Reported?, the 2nd bullet point is On long-term leave (semester or longer). This statement represent a staff member that is on leave from the LEA, for example military leave, sabbatical leave, suspension, other, or workers’ compensation. You would report this staff member in the October Staff Collection as if they would be in the LEA for the 2013-14 school year with the appropriate Active/Inactive Indicator. For the October Staff Collection only report a Long-Term Substitute if they are filling a vacancy. Please refer to page 17 of the PIMS User Manual Volume 1 on how to report Long-Term Substitutes in the Course/HQT collections. A vacancy would be an open position that does not have a permanent employee filling this position.
How do we contact the TIMS team to correct a work assignment?
Ensure the 2013-14 staff assignments are an accurate reflection of the staff members work assignment(s). If the collection has closed and no further revisions can be made to the October Staff Collection and you realize you made a mistake on someone’s staff assignment then you will want to contact the TIMS Team via the Remedy Ticket System or their Call Center (717) 728-3224. Once the collection is closed and the data is submitted to the Federal Government and published on the PDE website, the Division of Data Quality can no longer open the collection for you to make revisions.
Why wasn’t the Location Fact templates set up similar to the PATI and Interscholastic Surveys (excel spreadsheet)?
Each collection is set up in a manner which best meets the data need of the requesting program office.
Can you please verify who should be reporting 4605 students?
Special Education Submission Answer – If after two documented attempts at obtaining a 4605 Acknowledgement the Host LEA does not have a response from the alleged district of residence, the Host LEA would report the student as a Ward of the State using the PA State Code of 999999999 in District Code of Residence (Field 117 on the Student Snapshot).ÂÂ Enter 9999 in Location Code of Residence (Field 165 of the Student Snapshot).
If Acknowledgement is received from the alleged District of Residence, then the District of Residence has responsibility for reporting the special education student.
Field 10 Special Ed teacher name. Can we get clarification on who that teacher should be?
Answer – this field is a text field and is used for monitoring purposes only – indicate the Last Name of the teach providing the majority of the Special Education services.
When will the PennData spot checker be available?
Answer – After November 15, 2013
When is the resource guide going to be released?
Answer – the Draft version of the Resource Guide is on the PennData website at http://penndata.hbg.psu.eduunder the PennData 2013-14 link.
You stated District of Residence is responsible for reporting the student. What about a student who has been acknowledged by another district (4605 Student) but is being educated in my district? Also, need to know about "wards of state" where district of residence is PA Generic.
Special Education Submission Answer – If after two documented attempts at obtaining a 4605 Acknowledgement the Host LEA does not have a response from the alleged district of residence, the Host LEA would report the student as a Ward of the State using the PA State Code of 999999999 in District Code of Residence (Field 117 on the Student Snapshot). Enter 9999 in Location Code of Residence (Field 165 of the Student Snapshot).
You mentioned District of Residence responsible to report. Is there any difference for Juveniles Incarcerated in an Adult Facility? COUNTY Prisons vs. STATE prisons?
Answer – the District of Residence reports students educated in County Prisons
Special Education Submission Answer – If after two documented attempts at obtaining a 4605 Acknowledgement the Host LEA does not have a response from the alleged district of residence, the Host LEA would report the student as a Ward of the State using the PA State Code of 999999999 in District Code of Residence (Field
Corrections Education via PaTTAN Harrisburg reports State Prison (Adult and Juvenile Special Education Data).
Is it correct that the justification reason reports that were sent to the LEA by the IU only shows students 14 years and older? There was confusion on this please clarify.
Answer – we asked for justification for those data submitted to the US Department of Education (14-21) in instances where there was a noticeable year-to-year change for purposes of data verification and to ensure LEAs were aware when significant inconsistencies may be displayed when the Special Education Data Reports are released to the public.
How are Early Intervention students being reported? Through PIMS? Through the Penn State checker? What EI students should be reported? District funded? Total EI population? None?
Answer - Early Intervention students are reported through the PELICAN system.
Who is responsible for reporting the IU?
Answer - IUs do not report for special education collections. Only school districts, charter schools and the department of corrections.
When comparing the data for justification reasons from 11-12- & 12-13, is there a way that you can let us know the names of the students for the comparison?
Answer – that would be difficult to produce given the stringent timelines we face with LEA delays in reporting.Â LEAs and the IU should maintain a copy of the final submission for audit purposes; it should be easy to identify the students based on the source file.
Do we need to leave disability in when field 38 is E? Field 66 - does this need to be filled in?
Answer - Yes, do not remove challenge type (field#34) until special education (field#38) becomes N. Field#66 is required only for dropouts and high school graduates.
Please clarify who reports charter schools for special ed reporting?
Answer - For special education reporting purposes, Charter Schools are to report students enrolled in their schools.
Could you clarify how many of the 33,000 errors that were found during the initial submission were a result of the changes that came to LEAs only several weeks before the submission opened? Do you feel that that was a contribution to the errors?
Answer - Errors were based on rules that have been in place for many years.
If a student transfers, not to regular ed, but to gifted (for instance if they were primary speech, secondary gifted, but then the speech issues were resolved), does field 38 of the student snapshot become an E just like if they went to regular ed?
Answer - Yes. Gifted students are not collected in special education submissions. The above student would be coded with an E in field#38 and have a special education exit reason of 05 (returned to regular education) field#52 in special education snapshot.
Follow-up to PASA question: An 8th grader had IEP written in Feb … marked participation in PASA; now that student is in 9th grade, and IEP will not be redone until annual date in Feb; that student will pull over as ‘y’ for PASA still in our system! Will ‘y’ for PASA for students in non-tested grades kick out as an error?
Answer - No. There are no checks currently in place for the above scenario.
Do you want ALL parent-placed students on Table 14 or only students receiving itinerant services?
Answer – ALL students with disabilities who are parentally placed in private schools should be indicated on Table 14.
After the child has a Special Ed code of "E" for two years and it becomes an "N", do you take the challenge type out?
Answer - Yes, when the code is changed to an N, the challenge type can be removed.
If a student exits from an IEP on 12/15/2013, is the field 38 code of E ended exactly 24 months later (12/15/2015) or is it ended on 6/30/15
Answer - The clock starts on the day of exit from IEP, not the end of the school year.
I am in a large District with a seemingly non-stop flow of out of state registrations of students with Special Needs. Is the District legally required to do an ER on every child who comes in from out of state with an IEP?
Answer -Â According to IDEA , new § 300.323(f) (proposed § 300.323(e)(1)(ii)), consistent with section 614(d)(2)(C)(i)(II)Â in the Discussion: When a child transfers from another State Â of the Act, requires the LEA, in consultation with the parents, to provide the child with FAPE, including services comparable to those in the IEP from the previous public agency, until such time as the new public agency conducts an evaluation (if determined to be necessary) and adopts a new IEP.
Why am I getting a Location Code of Residence is not valid with District Code of Residence error?
Answer - If you are getting the following error “Location Code of Residence is not valid within District Code of Residence”, it needs to be fixed. This check is looking at field#117 (District Code of Residence) and field #165 (Location Code of Residence) in the student snapshot. The definition of field#165 is:
The school number of the public school that the student would attend, based on (1) his/her grade level and (2) home address of the parents/legal guardian This must be a school number related to the reported district of residence (Field 117)
Field#165 must be a valid building within field#117.Â This is not related to Service Provider in the special education snapshot.
Clarifications/Reminders: Special Education Snapshot
Field 16 – Service Provider Location - The PDE-defined, 4-digit code identifying the school where special education services are provided. If a student is at a location that does not have a designated school code, use 9999 as the location code.
Field 46 – Service Provider - Enter the 9-digit AUN of the special education service provider as indicated on the IEP or Notice of Recommended Educational Placement.Â Â If the AUN does not exist, enter the actual name of the service provider.Â Â This indicates the entity providing special education services.
Common Issues Identified with Student Snapshot and Special Ed Snapshot files via the Error Checker:
Please note that it is easiest to see many of the errors by reviewing the comma-delimited file in a text editor, such as WordPad, NotePad, or UltraEdit. Â When you receive unexpected errors, please review your file for these problems.
I have students who attend an IU class located in our elementary school. The students are also mainstreamed. ...who should submit these student for the PSSA/PASA label?
The program of attendance, in this case the IU, will submit their students to PIMS for the PSSA labels. The IU is also responsible for insuring that their students participate in the state assessment, for the ordering of test materials and for administering the assessment.
Will my K4A student get a label for WIDA Access for ELL test?
K4A students will not receive a precode label for the ACCESS for ELLs assessment. The ACCESS for ELLs is administered to students K-12. The precode file used by Metritech to generate the precode labels will only include students K-12. For kindergarten students, only students who are 5 years old participating in a traditional kindergarten program AND students who are five years old participating in the second year of a two year kindergarten program should be administered the ACCESS for ELLs assessment.
Where is the Attribution Map?
The attribution map can be found by following this link. http://www.education.state.pa.us/portal/server.pt/community/state_assessment_system/20965/pennsylvania_accountability_system_(pas)/1190535.
The attribution map is in the yellow box at the top of the page.
What is the LEA responsibility to report students that are receiving services outside of the district (APS, PRRI, ICP, etc.)
The answer to this question is found on page 11 of the 2014 Attribution Map.
What is your suggestion for reporting students in district Special Ed classrooms? For budget and facilities reasons we can’t offer, for example, a dedicated multiple disabilities or autistic support classroom in every building. For this reason, we place students in buildings that may not be their building of residence within the LEA. For Accountability, should we be reporting their building of residence or the building they are physically attending? Not all of these students would take the PSSA or ACCESS, but some do.
The answer to this question is found on page 4 of the 2014 Attribution Map
If school of residence of 9999 will be rejected, how should we be reporting student we educate in a county prison?
The school of residence will be blanked out if it is not in the DRC system (not in EPIC, 0000 or 9999).
How is the information from School Enrollment template used?
Information in the School Enrollment template is not used in the pre-code collections. The template does provide an opportunity to update enrollment data that is cumulative throughout the year.
Because the snapshot for the Precode submission is a “moving” snapshot date, would you prefer that LEAs delete students from the November Precode Student Snapshot that were reported and ended up moving during the collection/correction window?
For the Pre-Code Student Snapshot template, the snapshot date is not a true snapshot in time but just a flag in the PIMS system to indicate the 11/14/13 Student Snapshot template was uploaded. The data submitted on the 11/14/13 Student Snapshot template may be updated with the most current information at any time through the end of the collection window and again during the designated correction window.
Can we get some clarification on what the categories mean and who to include in the Title 1 reporting? If a category is zero, does it need reported? (they were reported under egrants) Apparently, all fields were pre-populated under egrants. This is new to PIMS reporting.
The District Fact template is used for multiple data collections: Safe Schools, Title 1, School Choice, and LEP Professional Activities Survey and Disclosure of Interscholastic Athletic Opportunities. The values for the data elements (category, count, etc.) are different for each collection. It would be helpful to address District Fact templates by collection, rather than by the template. i.e. District Fact for Safe Schools is different than District Fact for School Choice.
Is the DQE going to be used on this template since it is the first time we will have sent this file this way
Yes ,rules have been added to the DISTRICT FACT template. If so, what will it be checking against? The rules check to see that the proper values for the collection are used in the different categories. For example, in the Title 1 Part 12-13 collection, category 4 must contain the value TITLE1STUD or TITLE1STAF.
What other files are being required in combination with the District Fact template?
If we are not teaching the Keystone course, just administering the test, how does that impact the course / course instructor ..templates?
Only those temporary and permenant professional employees who have responsibility for the content specific instruction are to have students attributed to them
Do we have to submit instructional time for multiple teachers for Grade 3 courses since these are not being uploaded to PVAAS?
What about per diem substitute teachers that are in for 6, 8, or 12 weeks? We do not submit per diem subs for any template. The teacher of record now gets instructional responsibility for that time he/she was out on leave. How should we report this?
Each teacher who is subjectÂ to Act 82 should ONLY have the % of Instructional Responsibility actually reflect the % that it is - see PVAAS FAQ document on PVAAS website pvaas.sas.com for details on Instructional Responsibility (see section 6)
If a Reading Specialist for grades K-2 is in the classroom giving regular direct instruction to students should she be date-tracked and her percentage configured?
No, PVAAS is only for teachers in tested grades / subjects / courses. K-2 does not administer statewide assessments.
At the elementary level, we have one course for students in grades 1-3 for reading and math and one course for grades 4-6. We do not break down the course schedule by grade level. How will this affect our PVAAS upload? Will we need to create new courses for each grade level so that we can code them by the correct course coding for example S51044 or can we just use the code SEUG since it is a mixture of grades?
Students take grade level PSSA assessments. For PVAAS teacher specific reporting for grades 4-6 each student needs to be attributed to the teacher(s) who have responsibility for working towards that grade level content on what is assessed on the state assessment for that grade level for that students
This is more important for HQT than anything else. One class or broken out classes both work for PVAAS. If they actually teach the students individually by grade level, they should be reporting it as separate classes by grade. If they teach all students the same material, regardless of grade, they should report it as a single course.
If a support teacher is a Special Ed teacher that will be marked with additional instructional time - does the original course code need to be a Keystone Special Ed Course Code or would it just be a regular Keystone Course Code?
If the special ed teacher is co-teaching with a regular ed teacher, they can be reported as an additional instructor in the existing regular ed course. If the special ed teacher is teaching the student a separate course that is designed to help the student with the Keystone, it would need to be reported as a special ed, Keystone course.
How are the levels of PVAAS security for teachers determined? Not just the existence of the teacher in the STAFF template but there level of Security within PVAAS. My understanding that depending on what type of teacher you are, depends on what security you will be able to use.
PVAAS access is controlled by the LEA. The LEA’s PVAAS administrator and school administrators can change access as they see fit. PIMS Staff template is only used to create the accounts with a preset security level. LEAs are responsible for maintaining and modifying accounts from that point forward. Teachers needing to verify PVAAS rosters and have access to PVAAS teacher specific reporting need a PVAAS School User account.
Special Ed question: If the student is not taking the Keystone this year, but studying Keystone content (3 years prepping for Keystone in Biology), do we put the student in the Keystone Special Ed course all three years? If not, where do we put them the first two years?
Only use a Keystone Course code in the course when the students will actually take the exam. Use the non-Keystone version of the course code in other years. Students in Keystone courses are to take the Keystone exam.
For students being mainstreamed/included, are there any guidelines on how to determine the percentage of time between the regular ed teacher and the special ed or visually impaired teacher for the same subject? For example: student is in the regular ed class, then goes to the learning support room for additional help with the subject.
This is an LEA decision. PDE is not releasing any guidance that explicitly speaks to specific roles, such as special ed teachers or specialists. With the spectrum of services offered across the Commonwealth, it is impossible for PDE to make a definitive statement about any specific role. Similarly, LEAs must determine how instructional responsibility is split between their teachers.
I need clarification on an answer to a question at the SAS Institute last week. The question was regarding teachers counting minutes that students are out of their classrooms. The answer provided was that that level of detail does not need to be counted, which lead to interpretation that we don't have to count the minutes a student and teacher are together. I think we need to count the minutes a teacher and student are together but looking at the minutes for a course. If we only look at enrollment dates for a student and/or teacher's course, then the Instructional Relationship will not be accurate for students and teachers that are not together every time a course meets (ie - a teacher that pulls a student out for 30 minutes every other day). In this scenario, we need to account for minutes in order to report an accurate Instructional Relationship.
The official PDE guidance related to concurrent enrollment (aka Relationship Weight) is given in terms of days. LEAs are only required to account for precision down to the day, not to the minute. However, many LEAs are using minutes as a factor in determining shared responsibility (aka Responsibility Weight). that is a local decision. We provide caution to LEAs not to use minutes to determine both Relationship Weight and Responsibility Weight. If time is used as the driving force behind both calculations, LEAs run the risk of incorrectly under-claiming students.
I received notes from a meeting that one of our administrators attended at the SAS Institute. The note stated that Act 82 only applies to temporary and professional employees, thus, long term subs or substitutes are not eligible for a PVAAS Teacher Reporting Score. In previous webinars we were instructed to report substitutes if they were the teacher of record, in an assignment for more than 70 days, etc. Can you clarify the statement made at the SAS Institute and if the previous information is still valid? If we are to report substitutes, will you know that they aren't eligible for a PVAAS score based off the fact that they are reported as sub in field 44 of the Staff template?
Act 82 does only cover Temporary Professional and Professional employees. The PIMS data collection serves multiple purposes:
1. Populate PVAAS Rosters
2. SPP Courses of Rigor
3. Verify some substitute work for level II certification
Field 44 will be part of the filter that decides which records are sent to PVAAS. While LEAs may need to report some subs, those records that are marked as subs in field 44 of the Staff template will be filtered out for PVAAS
When will Vo-Tec courses be a part of the course upload?
See PVAAS FAQ 3.17
Elementary-It is my understanding that pull-outs do not need to be reported for this PIMS submission, but can be added in PVAAS. However, my superintendents would like all of the situations to be included so that they will get sent to PVAAS. In this case, since it is elementary, we can have more than one teacher with responsibility. Can I report all of, for instance, Language Arts as one course and give a percentage for each teacher/student combination? Or, since they are separate courses (although related to one PVAAS area), do I need to report each course separately? If they are reported separately, how will these be combined (or will they be combined) in PVAAS
Each course section should be reported separately. You may choose to split instructional responsibility across courses. Percentages in PVAAS will appear as they were reported in PIMS. See 2013-14 PIMS Course/HQT Collection Tips and Frequently Asked Questions; 4, 9, & 10 for additional information.
Similarly for secondary, what if a student is taking more than one English course, or more than one math course, related to the PVAAS - are they weighted in some way?
Keystone exams are end-of-course exams. LEAs must decide which courses will culminate in a Keystone exam. LEAs have reported anomalies in which students could take two Keystone Literature courses simultaneously. This unusual situation might lead to a split of instructional responsibility across courses. The LEA must then determine how instructional responsibility would be split in tthese cases. It would be very unlikely that a student would take two Keystone Algebra courses simultaneously, as both courses would need to be able to independently prepare the student for the exam. See 2013-14 PIMS Course/HQT Collection Tips and Frequently Asked Question 7 for additional information.
7th grade reading class - System 44, 10 students, teacher + special ed teacher in coteaching model.
See 2013-14 PIMS Course/HQT Collection Tips and Frequently Asked Questions; 4
Could we get a list of state course codes identified as PVAAS courses.
A mapping document is currently working its way through PDE's Communications Office so that it may be posted on the PIMS web page. Please email RA-DDQDataCollection@pa.gov if you would like a copy before it is posted.
Does the special education language arts-ungraded course identification trigger a roster verification? A list of courses that trigger a roster verification would be helpful.
If you don't have a specific writing course, how do you handle that attribution?
Language Arts codes are also mapped to the Writing PSSA.
In order to include a staff member on staff/student/course, does that staff member need to have been on the staff assignment template? Since you cannot submit the staff assignment template during the course collection, I assumed you only had to include that staff member on the update staff template that can be submitted during the course collection.
The staff member must be submitted to PIMS in the Staff template prior to submitting the Course Instructor, and Staff Student Course templates. If the staff member was not previously submitted in the Staff template, the Data Quality Engine (DQE) will prevent the Course Instructor and Staff Student Course templates from uploading until the staff member is reported in the Staff template. A person does not need to appear in the Staff Snapshot or Staff Assignments templates to be reported in the Course/HQT collection.
If a student is educated in a cyber program that the district contracts with the IU for ... should the district report the teacher PPID or the 9999999 private vendor code?
See 2013-14 PIMS Course/HQT Collection Tips and Frequently Asked Questions; 6
Once all verifications have been made in PVAAS, will we get an export file or have the option to update our info system?
PDE plans to provide all LEAs with a file containing all changes made in PVAAS. The details regarding this process are still being discussed.
I would like to know how homebound instruction effects the pvaas percentages. Specifically, I am asking if a student is out on home bound for 30 days do those days count toward the classroom teacher's pvaas percentage?
See PVAAS FAQ 3.15
Can you please talk about instructional responsibility for homebound students, students in partial programs, and students in Plato programs?
How do we handle HQT and attribution for students on homebound?
If you are supposed to report all teachers in the student course template, how do we designate which one is the HQ Teacher?
See 2013-14 PIMS Course/HQT Collection Tips and Frequently Asked Questions; 1
If a district was on strike for during the school for 30 days how will that effect the PVAAS enrollment process?
See 2013-14 PIMS Course/HQT Collection Tips and Frequently Asked Questions; pages 1 - 2
Is the reporting window 180 days or 143 days? In March do we project - take our best guess and verify at the back end?
Percentages should factor in days between day 1 of the course and the last day of the course before the applicable testing window. This will create the need to project outcomes when reporting to PIMS.
All students are special ed, 5/10 PASA, 5/10 PSSA. How to determine Instructional Responsibility?
Instructional Resposnibility determinations are locally made. It is possible that percentages might differ by student.
There was a discusson on the enrollment date up to the date that the test was taken. Is that factored into the calculations or is it the total enrollment days?
Percentages should factor in days between day 1 of the course and the last day of the course before the applicable testing window.
Will 0% records be filtered out or are LEA’s required to filter those out prior to submission?
In the Staff Student Course template the Instructional Responsibility Weight, field 16, and the Instructional Relationship Weight, field 20, are required fields. The Data Quality Engine (DQE), will prevent the Staff Student Course template from uploading to PIMS if these fields are not completed. PVAAS will filter out records with zero percentage reported.
Since % can be changed in the PVAAS system if needed – during the PIMS correction window (2-10 to 3-21) – is this correction window really only for HQT or will this also effect the PVAAS site
The Course correction window is open for data corrections that impact HQT and PVAAS reporting. It is important to have data reported to PIMS be accurate. Accurate data in PIMS can reduce the amount of teacher roster edits in PVAAS.
A consistent formula for everyone across the board: can we stick with that even though it's not exactly accurate for every student, understanding that it will all balance out in the end? We have heard that some districts are taking that approach, but we've also heard that this is not allowed. If there is a dispute about percentage with specific students, who has the final word?
This depends on what I meant by "balance out at the end." An LEA may choose to use default values in PIMS reporting, knowing that some percentages may/will require adjustment in PVAAS. It is imperative that percentages are accurate by the end of the roster verification process in the PVAAS Roster Verification system.
If there is a dispute about percentage with specific students, who has the final word?
District Administrator Acknowledgement via roster verification in the PVAAS Roster system means as follows: That all roster data has been reviewed nad verified. Any and all disputes related to an individual educator’s roster data have been resolved prior to submission.
How do we fix the errors that we anticipate due to our students taking courses thru another LEA and teacher from that LEA. Those students will come up as errors for students without courses?
Students without courses will not appear as an error in the same way that it did in previous years. That specific Cognos error report is being redesigned to reduce the number of false positives it identifies. See 2013-14 PIMS Course/HQT Collection Tips and Frequently Asked Questions; 6
Do we attribute any part of a course to teachers that are not our teachers who are providing supplementary educational support; i.e. Title I?
Is there a minimum percentage of concurrently enrolled days for a student to be counted on a teacher's report?
All students are to be reported and verified on rosters for all percentages of responsibility. SAS Inc. will filter all students who are claimed for less than 10% Instructional Responsibility overall after roster verification is completed.
For mobile students (move often), are they followed as they move from one LEA to another? Is a 3-year rolling average ever calculated and attributed to anyone?
See PVAAS FAQ 4.3
As far as PVAAS reporting, when exporting rosters is this to include only active students as of the snapshot date
This is a cumulative reporting. All core-content courses taught to public local education agency students for elementary or secondary credit are to be reported to the PIMS. This includes any student enrolled in the course at ANY time during the course. The Course collection does not have a student snapshot date. The Staff Student Course template requires the student be reported in the Student template prior to submitting the Staff Student Course template. If the student was not previously reported in the Student template prior to submitting the Staff Student Course template, the Data Quality Engine (DQE) will prevent the Staff Student Course template from uploading to PIMS.
How do we assign PIR for students who are in Tier? Some of the students are in flexible groups that change over the course of the year and others are in groups not instructed by professional employees
See PVAAS FAQs 3.5 and 6.11
If we have an IU employee who teaches in a Charter School (not subject to Ed. Eff. bec. they do not accept RTT funds), will this teacher need an instructional resp. and instructional rel. % assigned? Will she have a PVAAS score? She is teaching a core course that is a tested course.
This depends on the nature of employment related to the work in the Charter School. If the IU employs the teacher and subcontracts the teacher to the Charter (while working on an IU contract), the teacher is eligible for PVAAS and may need to be assigned percentages of instructional responsibility. If the teacher goes on leave from the IU and is employed separately by the Charter school, they will not need to be assigned percentages of instructional responsibility.
If the student fails an Algebra I class is the next class for that student (Algebra I) a keystone class? Or do I have remdial classes that don't get counted.
Do you report a student again if the student failed the course and had to retake the course and Keystone in the summer or next year?
A student passes Algebra I (barely) and fails their Keystone and then passes the Keystone a year later; Who get the credit??
How are 11th graders to be reported if they are only taking the Keystone for accountability but have not completed the course (i.e. special ed students)?
Students that take a Keystone without taking a Keystone course will not appear in the teacher-specific rostering process. They will likely need to be included in other PIMS data collections, such as Precode snapshots.
I would like clarification that linking a teacher who is not certified in a given area for PVAAS area and therefore rating them on this, is not a certificate violation according to PDE. Thank you.
PVAAS and HQT are not closely related. A certified, non-HQT teacher can be assigned instructional responsibility in PVAAS. It is possible that some of these situations are in certification violation. No certification rules were changed with the introduction of PVAAS teacher-specific reporting. Teacher who have repsonisbility for instruction of students should be reported (whether appropriately certified or not). LEAs have been, and will continue to be responsible for ensuring that students are taught, by Highly Qualified, appropriately certified teachers.
How do we handle teachers who are on maternity leave?
See PIMS Manual, Volume 1, page 17
What if you have a LTS in for a teacher of record for the entire year. The teacher of record (out all year, no instructional time) will be submitted for the course instructor template and will not appear the student staff template.
So back in October we were told to not upload our LTS who are filling a position of a teacher that is on leave, so we did not upload them to the staff collection in October. (see highlighted remarks in email thread) Now it's nearly January and we are planning for the February Course/HQT upload where we need to identify the HQT and the % of instructional responsibility for PVASS. We want the the HQT to be the teacher of record, which is the teacher who is on leave, but we want the % of instructional responsibility (PVASS) to be the LTS or some other contracted position. Can we use a generic 9's PPID teacher as the % instructional responsibility?
At our high school, we had a teacher resign (not take a leave, not FMLA, not coming back) -call him Teacher 1 -in mid September. We had a substitute teacher(Teacher 2) in until September 30. Now we have a permanent replacement (Teacher 3). I am unsure how to report responsibility for the time period between Teacher 1 leaving and Teacher 3 coming. Since Teacher 1 left and the position was vacant, it don't think it can be him. Teacher 2 was a sub here for less than 70 days, so they don't count, and Teacher 3 wasn't here during that time frame, so I don't think I can report Teacher 3. On the other hand, I don't think I can leave this time period empty - someone needs to be attributed. Who should be reported as having responsibility during the Teacher 2 time frame?
Teachers that leave your LEA should be reported, with respective percentages of instructional responsibility. The % Student+Teacher Enrollment portion will address the scenario you describe. Teachers have the option to carry their PVAAS scores with them when they move to another LEA. LEA's may choose not to report subs that are not teachers of record and do not work in the same assignment for 70 or more days. This would make every student in the course claimed for less than 100%. That is OK.
Regarding logins created for teachers based on the staff submission, did those logins only get created for the primary building as denoted on the staff snapshot/staff template? We have teachers who teach at multiple buildings and this was denoted on the staff assignment template but those teachers did not get PVAAS access to their secondary and tertiary buildings. Is the LEA responsible for giving access to other buildings other than the primary?
PVAAS will only accept one school building code. If access is required for multiple schools within the LEA, the LEA is responsible for granting access through PVAAS, for those staff members who need access to multiple schools.
For additional teachers added to a subject/course for RTII, will they see all students in that subject/course in the PVAAS Roster Verification, or just those that they have instructional responsibility for?
The teacher roster in PVAAS will only include the students for which the teacher has instructional responsibility.
What is the drop dead date for the PVAAS update before the roster verification window?
See 2013-14 Elementary-Secondary Collection Calendar for Collection and Correction dates. The calendar is located on the PDE website at: Home >> Programs >> Programs O-R >> PIMS - Pennsylvania Information Management System
If we cannot add students to PVAAS, what is the ast PIMS file that will be used before teachers verify these rosters in May? What do we do with students after this, do not roster them?
What is/should be the process for a teacher to see what was submitted and to request a correction?
See PVAAS FAQ 7.3 - 7.5
What student data is needed to create rosters manually directly in the PVAAS system (if not reported in PIMS)?
PDE guidance requires students be reported in the PIMS Student template. Submitting the student to PIMS in the Student template will prevent the need to manually enter student data in PVAAS.
If an IU or LEA needs to report instruction for a student they typically would not be reporting in PIMS, is it possible to add the student(s) directly to the PVAAS system rather than reporting through PIMS? Districts do not want to load the students into their SIS b/c it affects the cost of their SIS (which is realted to the # of students) and it is problematic to obtain all of the data for the Student temlate.
We really need the January 9th PVAAS Teacher Reporting Webinar available for our Teacher inservice day on January 20th. Is it possible to have it posted the very next day? The usual turnaround is one week.
Send an email to email@example.com; we will send you the link as soon as the "system" makes it available. The availability is solely based on when the technical system itself has completed the archiving process.
How was it determined that domains I and 3 of Danielson's would be used?
PDE provided this as guidance to LEA's as a means to interpret the language in Act 82, "direct instruction"
If reading and writing are part of an LA class, not broken out, will that pose an issue?
How should Reading and Writing be reported? When should reading and writing be combined as language arts?
We build courses over the summer. This year, can we report reading and writing as language arts? Are they going to break-over reading and writing as separate from language arts (we need to know to build courses)?
PDE plans to keep Reading, Writing, and Language Arts Course codes in the future.
A non comprehensive CTC, when reporting the students and teachers what effect does the keystone and grades have on the CTC staff and students when the data is sent to the home school?
Occupational CTCs only need to report data in this collection if they instruct core-content courses. If an occupational CTC's teachers teach a Keystone course, those teachers are eligible for PVAAS and will need to complete roster verification. Grades are not part of this process. Keystone performance does have an effect on PVAAS.
Is it possible to have a single point person in a district to manage all the data entry rather than having multiple data points of entry?
Yes. Some districts only have one PIMS administrator. However, roster verification will always include the teachers eligible for PVAAS, their school admin and a district admin. Others can be added to the process.
Accroding to the latest course/HQT webinar, the presenters stated that state juvenile corrections institutes are not inlude in school performance profile or subject to tgeacher effectiveness. Does this mean LEAs running those institutions do not have to dubmit course data for these teachers and students under the state corrections AUN? And do we hav to determine instructional responsibility for these teachers?
SJCIs are subject to HQT. Therefore, their data must be reported as part of this collection. Percentages of instructional responsibility are not important in SJCI data when the teachers are SJCI employees. Data reporters may choose to use default values in these cases.
Consortium classes - student is from District A, attends an IU class in District B. Enrolled in District A's Alg. I course for Keystone. How and who is responsible?
The employer of the teacher that is responsible for the course is responsible for reporting all related course data. If a student in District A attends a course in District B, District B must report the Course, Course Instructor, Staff Student Course, Staff, and Student records to PIMS.
Our schools want to know if 3rd grade teachers will need to have an instructional responsibility % assigned to them?
Grade 3 teachers do not receive PVAAS scores. Therefore, the percentages of instructional responsibility are not used to roster students. LEAs may choose to use default percentages for all courses that will not be used in PVAAS.
As the percentage of student and teacher enrollment and the percentage of instruction being required fields, is it okay to put 100% in for all subject/grade/courses that are not "content specific" (for PVAAS teacher-specific reporting)?
Algebra I is taught in 2 sections, Part A and Part B by 2 different teachers. Once the student passes part B, it generates a Keystone exam. Is the growth attributed to only the 2nd semester teacher or both?
Only the final course in a sequence is to be considered a Keystone course - and the teacher(s) of that course will have students attributed ot them for PVAAS teacher specific reporting
Do K-3 teachers need percentages reported?
All records must have a percentage (LEAs cannot leave the field blank). LEAs may choose to use default percentages for all courses that will not be used in PVAAS.
How do you account for student absences, as well as teacher abscenses when another teacher is delivering the content?
See PVAAS FAQ 6.4 ( % Student +Teacher Enrollment)
Are we assigning teacher responsility only to teachers of the keystone courses?
No. Instructional responsibility should be assigned to all core content courses being reported as part of the Course/HQT Collection. LEAs may choose to use default percentages for all courses that will not be used in PVAAS (non-PSSA, non-Keystone).
For Keystone Remediation courses, should students be attributed to the teacher?
See 2013-14 PIMS Course/HQT Collection Tips and Frequently Asked Questions; 4; See Educator Effectiveness Manual, Chapter 4 and 6
Do we only need to upload instructional responsibility for courses tested for Keystones and PSSA?
No. All core-content course must be uploaded as part of this collection. LEAs may choose to use default percentages for all courses that will not be used in PVAAS.
Do dates we figure percentages out for teacher student allocations - is it only based on the keystone exams or also the PSSA's?
PVAAS includes both PSSAs and Keystones. Percentages are important for both exams- by subject/course as it varies by subject/course/test.
What is the process of resolving students who have been reported by two LEA's and the percentage of time is over 100%
LEAs are NOT expected to resolve over claiming across LEAs. LEAs ARE expected to resolve over claiming with their LEAs.
Can you talk about PASA test takers as they relate to Teacher Specific Reporting, please.
PASA students will be reported and rostered, but are not included in PVAAS scores. Growth measures do not include the PASA exam. The PVAAS vendor will remove any student with a PASA score in that subject/grade/course.
Will the PVAAS guidance eventually make it into the PIMS manual?
Guidance that relates to reporting into PIMS will be expanded in the PIMS manual. Guidance related to the Roster Verification system (outside of PIMS) will not.
If a staff member is missed in PIMS, will we be able to add that staff member when it goes to the PVAAS website? 2. Will the transfer of staff from PIMS to PVAAS duplicate those who were involved in the Pilot?
A staff member can be added - an account created. Someone could then create their roster/add students during week 1 of the RV process Week of April 28th). PILOT roster data will NOT be transferred. PVAAS uses fresh data annually from PIMS Course/HQT.
How should districts handle rostering of students when the teacher is from an IU? Will teachers in IUs receive PVAAS reports when their N counts meet the criteria?
IUs should report data related to IU teachers. IU teachers are eligible for PVAAS scores.
If a sub is does not meet the critertia for reporting does the primary teacher have less than 100% responsibility for those students?
Yes. This would be reflected in the % ENROLLMENT piece of the data.
Q: Our IU Special Education Director has been told verbally that no IU teacher will be subject to Educator Effectiveness, and therefore, will not have a PVAAS score and no instructional responsibility. Is this accurate and could you clarify this on the videoconference?
Act 82 speaks to temporary and permanent professional employees as those subject to Act 82 - and their employer responsible for evaluation as per Act 82. Does your IU have temporary and permanent professional employees? the answer to that is the answer to this question.
Special Ed Question. Please confirm: Courses should now be code to the grade level/age of the student, not necessarily the level of the content being taught.
Yes. Use the appropriate code based on student grade level. Ungraded is appropriate when students from varying grade levels are being taught the same content in the same class.
Will PIMS check if students are 100% in a course? Example: district reports a student in regular ed biology class for 75% (what they are educating), IU reports student in special ed biology class for 25%. Will this cause an error because the student is not 100% in either class?
PDE plans to prevent students from being over-claimed (>100%) in any course. There is no check to prevent under-claiming. This is because many cases of under-claiming are correct. Some examples are:
1. Students that move into a course late or leave a course early/move in/out of PA.
2. Cases in which teachers go out for board-approved leave.
3. Cases in which instructional responsibility is split between teacher employed by different LEAs
4. Cases in which one teacher in a class is employed by a private vendor.
How will highly qualified teachers be affected by the updates to the Course/HQT collection?
The updates to the PIMS Course/HQT data collection do not change the highly qualified teachers process itself. Teachers of record will continue to be reported in the Course Instructor template as they have in past years; instructors reported in the Staff Student Course template are not used in the highly qualified teachers logic. There may only be one teacher of record per course section and there must be at least one student enrolled in a course section for that section to count for highly qualified teachers federal/state reporting. Manual review processes will continue to be applied.
o Highly qualified teachers results are reflected in the Pennsylvania School Performance Profile as a fast fact. It is not included as part of the overall calculation for the School Performance Profile score.
o Pennsylvania defines the teacher of record as “a professional or temporary professional educator assigned by a school entity as the primary instructor for a group of students.” (Source: Highly Qualified Teacher Guidelines on the Pennsylvania Department of Education’s website)
Which courses should be mapped to Keystone Exam State course codes?
Keystone Exams are end-of-course exams. This means that local education agencies must decide which courses within their curriculum “trigger” students to take the applicable Keystone Exam. All students in a Keystone-related course are to take the related Keystone Exam. Only these courses should be mapped to Keystone Exam course codes. There may be more than one Keystone-related course for any of the Keystone Exam content areas (Algebra I, Literature, and Biology) within a local education agency.
Example: Algebra I, Algebra IB, Integrated Math 2 could all three be Keystone related courses in a local education agency for the Algebra I Keystone Exam.
Which course code should be reported, if a student is taking a course for Pennsylvania System of School Assessment testing and Keystone Exams?
The Keystone course code should be reported when a student is taking a course that will “trigger” a Keystone Exam. SAS, the Educator Value-Added Assessment/PVAAS vendor, will also link students and teachers to the Pennsylvania System of School Assessment content areas, when appropriate, using student’s reported grade levels.
Does an intervention teacher/supplemental instruction teacher need to be reported with instructional responsibility?
This question will be answered separately for the Pennsylvania System of School Assessment and for the Keystone Exams to ensure clarity of language as it applies to each assessment.
o For teachers providing additional instruction/intervention of the Pennsylvania System of School Assessment-assessed eligible content:
• These teachers are providing instruction in addition to the core program. The intervention is focused on students reaching proficiency on grade level standards/eligible content.
• These teachers are eligible for a PVAAS score if they are responsible for content specific instruction of the assessed eligible content of the respective Pennsylvania System of School Assessment (Domains 1 and 3 of the Framework for Teaching).
• Hence the teachers are to be reported in the PIMS with Instructional Responsibility for each student for which they are responsible for the content specific instruction.
o For teachers providing supplemental instruction for the Keystone-assessed eligible content to be included in the PVAAS teacher-specific reporting:
• If a student is receiving supplemental instruction while enrolled in a Keystone-related course, students would be attributed to the teacher providing the supplemental instruction. In this case the local education agency can report supplemental instruction teachers as additional teachers in the existing Keystone-related course sections.
• Supplemental instruction courses should only be reported as Keystone related courses if they are, in fact, complete Keystone-related courses. (courses aligned to the complete eligible content of that Keystone content area)
• In all of the prior scenarios, consider whether or not the remedial teacher has responsibility for Domains 1 and 3 of the Framework for Teaching related to assessed eligible content for the Keystone Exam content area.
• For teachers providing supplemental instruction to students with no concurrent enrollment in a Keystone-related course (not repeating Algebra I), but retaking the Keystone Exam, the teacher would not be eligible for a PVAAS score for these students
Do courses taught by a partnering vendor’s employees need to be reported in the Course/HQT collection?
Yes. All core-content courses taught to public local education agency students for elementary or secondary credit are to be reported to the PIMS, even when those courses are taught by partnering vendors or Institutes of Higher Education.
Note: Teachers employed by vendors and teachers employed by Institutes of Higher Education are not subject to receive PVAAS scores. They may be reported with fictitious staff IDs 9999999 and 8888888 respectively. See the attached document entitled PIMS Course Level Data Reporting Guidance for LEA for more details regarding the PIMS reporting responsibility.
Some students participating in a course taught by local education agency’s staff come from other local education agencies. Which local education agency’s is responsible for reporting course data for those students?
The local education agency employing the teacher who is responsible for the instruction is always responsible for reporting all related course data. This includes all students enrolled in the course, regardless of the student’s home local education agency.
Example: There could be teachers from two local education agencies who are both responsible for the instruction for a student. An intermediate unit and a district have each employed a teacher for the same student. In these situations both local education agencies could report the Course, Course Instructor, and Staff Student Course templates to the PIMS.
Note: See the document entitled PIMS Course Level Data Reporting Guidance for LEA for more detailed guidance regarding PIMS reporting responsibility.
A student is taking two courses simultaneously that cover eligible content assessed by a single Keystone Exam. How should this be reported in the PIMS to ensure teachers from both courses are attributed for student growth?
Keystone Exams are end-of-course exams. This means that local education agencies must decide which courses within their curriculum will culminate in students taking the applicable Keystone Exam(s). Only teachers with Instructional Responsibility for these courses will have student growth scores attributed to them. In the unlikely event that students do take two courses concurrently that “trigger” a student to take a Keystone Exam, PVAAS will divide Instructional Responsibility equally between the courses. Teachers/administrators would have a chance to make adjustments to the “% Instructional Responsibility” in the PVAAS roster verification system.
Example: A 10th grade student takes two literature courses simultaneously in one school year 10th Grade English and Literature of a People. The student’s local education agency determines that both courses independently* culminate in students taking the Literature Keystone Exam. The PVAAS will divide Instructional Responsibility for this 10th grade student evenly between the two courses (different than dividing evenly between teachers). *This means that a student could take either course and then take the Keystone Exam.
Local education agencies may have an integrated math program. How should the local education agencies map these courses to Keystone Exam course codes?
Keystone Exams are end-of-course exams. This means that local education agencies must decide which courses within their curriculum will “trigger” students to take the applicable Keystone Exam. This includes integrated math programs that determine which course in the sequence of integrated courses is a “trigger” for students to take the Keystone Exam.
Example: A local education agency may determine that Integrated Math 2 is the Keystone-related course in a sequence of: Integrated Math 1, Integrated Math 2 and Integrated Math 3. All students would take the Algebra Keystone Exam after Integrated Math 2, if that was determined to be the Keystone-related course.
Note: Instructional Responsibility factors should only consider time from the first day of the Keystone-related course to the last day before the local education agency’s state testing window begins for that Keystone Exam administration.
A local education agency may elect to not divide English/Language Arts courses into Reading/Writing. Instead, the local education agency’s staff teaches a single English/Language Arts course. This course prepares students for both the reading and writing Pennsylvania System of School Assessments. How should the local education agency report this to the PIMS?
English/Language Arts courses should be mapped to English/Language Arts state course codes. English/Language Arts state course codes will be mapped, when applicable, to both reading and writing Pennsylvania System of School Assessments. Reading state course codes will only be mapped to the reading Pennsylvania System of School Assessments. Writing state course codes will only be mapped to the writing Pennsylvania System of School Assessments.
Some local education agencies teach both English/Language Arts courses and reading courses at the middle school levels. Both are aligned to eligible content of the state assessments. How will PIMS map these courses to the Pennsylvania System of School Assessment content areas for the purposes of the attribution of students to teachers for the PVAAS teacher specific reporting?
The PDE utilizes the National Forum on Education Statistics’ School Codes for the Exchange of Data to define Language Arts courses to “include the four aspects of language use: reading, writing, speaking, and listening.” When applicable, the PVAAS/Educator Value-Added Assessment vendor will map all language arts courses to both reading and writing Pennsylvania System of School Assessments. State course codes for reading will only be mapped to the reading Pennsylvania System of School Assessments. State course codes for writing will only be mapped to the writing Pennsylvania System of School Assessments.
When a student is reported in two courses, mapped to the state course codes language arts and reading, at the elementary or middle school levels (grades three to eight) SAS, Inc. the Educator Value-Added Assessment/PVAAS vendor will divide Instructional Responsibility for reading content equally between the courses. Local education agencies may then adjust the percentage of Instructional Responsibility in the PVAAS roster verification system. Teachers should be aware of this practice during roster verification so they are prepared to verify or amend Instructional Responsibility in these scenarios if equal division is not appropriate.
A local education agency teaches Algebra I in a sequence of full courses, such as Algebra IA and Algebra IB. How should these courses be mapped to state course codes?
Keystone Exams are end-of-course exams. This means local education agencies must decide which courses within their curriculum, are a “trigger” for students to take the applicable Keystone Exam. This is also true when subjects are split into a series of sequential courses. Only the course in the sequence that serves as a “trigger” for students to take the applicable Keystone Exam should be mapped to a Keystone course code.
Example: Only Algebra IB should be mapped to a Keystone-related course code for Algebra IA and IB. Only the teachers associated with the instruction of Algebra 1B will be eligible for a PVAAS score.
May students take a Keystone Exam without being reported in a Keystone-related course?
Yes, for example, in the following cases:
• Many students in the graduation classes of 2014 2015, and 2016 are taking the exam for accountability purposes and actually took the Keystone related course in the past.
• Students who are retesting and are not enrolled in a Keystone related course.
• In some rare instances students, in the graduating classes of 2017 and beyond, may take a Keystone Exam without the related coursework. Students interested in taking the Keystone Exam without the coursework have the following two options to demonstrate the needed mastery of the content. First, students scoring at the “advanced” level on the most recent Pennsylvania System of School Assessments (per Chapter 4 § 4.23). Second, students transferring into Pennsylvania from out of state, providing the student achieved a score comparable to the Pennsylvania System of School Assessments’ advanced level on the Keystone subject (per Chapter 4 § 4.23).
(I) “A school district, AVTS or charter school, including a cyber charter school, shall allow a student to take a Keystone Exam prior to taking the course associated with the Exam’s content,provided that the student achieved a score of advanced on the most recent associated Pennsylvania System of School Assessments assessment administered to the student.
(II) A school district, AVTS or charter school, including a cyber charter school, shall allow a student who transfers from another state to take a Keystone Exam prior to taking the course associated with the exam’s content, provided that the student achieved a score comparable to the Pennsylvania System of School Assessments’ advanced performance level on a comparable assessment administered by another state”
• Guidance is being developed for students with an IEP and Keystone Exam administration. Future guidance will establish if a student with an IEP may be tested for accountability purposes but not necessarily enrolled in a Keystone related course.
Note: Local education agencies should not administer Keystone Exams for practice or diagnostic purposes. PDE Classroom Diagnostic Tools are intended to serve those purposes.
July Submission: We have been having issues with "students exited from IEP 2" This IS the correct category, and yet, these students are consistently kicked back as errors. WHY?
If field 38 (Special Education) = E, the student must have a valid code in field 34 (Challenge Type). If uploaded during the special education exit collection, the only time field 38 can equal E is if the student transferred to regular education.
What is the difference between "Previous Year" and "Prior Year" - i.e. Cohort 4 Graduation Rate - Previous Year and Cohort 4 Graduation Rate - Prior Year
Previous year is the year before the reported year. Prior year is 2 years before the reported year.
It would be great to have some of the Phase 1 data available for us now so we can review before the summer since as you know for the data group, summer is the busiest time for us. Who will be sent the notification when SPP data review is available?
Our original plan was to release Phase on March 10 – but with all the weather related issues and the assessment cycle coming up – we thought it might be best to wait. In addition, we are looking at a more efficient way to manage the access of the secure review site (possibly through the PDE portal).
For the Data Dictionary, Number of Career and Technical Programs Offered by District, is that for VO AG courses?
This would be for any CTC program offered within the district outside of programs offered at a partnering CTC.
How does SPP impact Vo Techs? What information do they need to know?
Only Comprehensive CTCs receive an SPP score and have those associated displays. All CTCs have the Fast Facts tab display.
Will the PASecure ID changes that have been recently made impact the 13/14 submission.
In 2013-14 PDE created a DQE rule that checked the PAsecureID and Last Name of the student that was being uploaded to the current data that was in PAsecureID. For the 2014-15 school year PDE has added additional checks to this rule and will now be checking the PAsecureID, Last Name, Date of Birth, and Gender to what is currently in PAsecureID to the files that are uploaded for the 2014-15 school year. If a student listed on the file from PDE has left your LEA and you will not report this student for the 2014-15 school year, then please do not make any corrections to this student.
Could you please clarify regardinent and Staff Snapshot. What date will this actually be taken? October 1 or the Oct 17 date?
The 2014-15 October Staff Data Set will have a snapshot date of 10/01/2014. In the 2012-13 and 2013-14 October Staff webinars PDE has indicated our intent was to move this collection closer in-line with Federal guidance, which dictates a snapshot date of October 1.
Special Education: The status field 38 Y. N or E...(there are 3 parts to this question, I can only answer the 3rd part) Q3: What DQN checks are there on this field.
If field 38 = Y or E, then field 34 Challenge Type must be populated. Field 34 is a conditionally required field, the business rule in the PIMS User Manual Volume 1 is what was used to create this DQE rule.
If field 65 = S (ONLY for students reported as exiting special education if they were reported as graduates in the previous year’s Student template), then field 38 = Y or E. If you are using the S code in the graduation status field then this student should be reported as special education as the S code is ONLY for special education students. The S code was added in the 2014-15 school year for special education students that graduate over the summer and prior to Oct 1 of the following school year(2014-15). The Grad Drop Cohort guidance for summer graduates is to report these students in the previous year's Student Template(2013-14) as a graduate, the Special Education office needs this student reported in the current year's exiting collection(2014-15). So to keep this student from being reported in the Extended Year's Cohort calculation incorrectly, then special education students will be reported correctly as a G in the previous year's Student Template(2013-14) and as a S in the current year's Student Template(2014-15).
I would like clarification of the purpose of field 217 District Enrollment Code, in the Student and Student Snapshot Templates.
Field 217 DISTRICT CODE OF ENROLLMENT is used to identify the LEA providing the majority of the student’s core academic education. If this is the same as the reporting LEA (District Code is reported in Field 1), a school enrollment must exist in the warehouse, or in an accompanying school enrollment upload file. If the reporting LEA is not the district of enrollment (Field 217 does not equal field 1), the reporting LEA should not have an active enrollment for the student in the school enrollment template.
I have heard this field will be used for course related submissions and will not be used to identify the educating entity of students placed out of district.
Course-related submissions are one case in which this field will allow you to upload a student record without there being a corresponding school enrollment period. It is not intended to replace the function of the Field 50 (Service Provider) of the Special Education Snapshot.
How should we populate the Student Template Fields 33, 88, and 131 if our district has been approved for a grant that allows all students to receive free lunches.
The definitions for the data in these fields has not changed:
Indicate in Field 33 whether a student participates in free/reduced lunch. If a student receives free/reduced lunch, indicate that in this field, whether the student is eligible or not.
Indicate in Field 131 whether a student is eligible for free/reduced lunch. This would not include a student only receiving free/reduced lunch because of a school’s Provision II or CEP status.
Field 88 is used to identify students who are economically disadvantaged. This would include students, but not necessarily be limited to students who are eligible for free/reduced lunch. Eligibility for free/reduced lunch is one of the criteria that may be used to determine economically disadvantaged status.
From the PIMS Manual:
To determine if a student is economically disadvantaged, poverty data sources such as Temporary Assistance for Needy Families cases, census poor, Medicaid, children living in institutions for the neglected or delinquent, or those supported in foster homes may be used.
For most LEAs, this field will populate with Y if the student meets the requirements for “Eligibility to participate in a free or reduced lunch program” in the current school year.
Provision II Districts and Community Eligibility schools should not use “base year” Free and Reduced Eligibility data for reporting individual student poverty code data in “non-base years.”
In addition to using other poverty source data indicators, LEAs with Adult Affidavit Program (AAP) CTE enrollees should populate with Y if AAP student is in receipt of Pell grant or comparable state need-based financial
Who at the state has access to this data?
Access to all data is limited to those with a need to know.
Could there be a parallel submission this year?
There are no plans for a parallel collection.
What DQE rules are applied to this submission?
There are DQE reports that allow you to view the rules. Referencing them directly from the system ensures accuracy.
Will there be any checks if a student is submitted by multiple districts.
There are reports that let LEAs know a student has been reported by another LEA. These reports need to be checked throughout the submission window, because they may change as LEAs add data.
Could you please clarify regarding the October 1 Student and Staff Snapshot. What date will this actually be taken? October 1 or the Oct 17 date?
October 1; this has not changed.
Multiple LEA's have asked why the ACAPA conference is not just part of the PDE Data Summit or in a different month so that staff can attend both.
This is being discussed.
Has PDE made a decision on whether they will be sticking with the current 15 possible values for the Act 16 Funds in PIMS manual #2 Appendix AJ OR reducing it to a much more manageable 3 or 4 possible values? (possible new example ranges: (A)$ 1-$25K, (B) $25K-$50K, (C) $50K-$75K, (D) $75K-beyond)
The number will be reduced to four.
Special Education: What is the information in status field 38 used for?
This field is used by Assessment and Accountability.
Special Education: What DQE checks are performed on status field 38?
If there is a Y or E in field 38 there must be a Challenge Type in field 34.
If the record has a Challenge Type then field 38 must equal Y or E.
If a student record is submitted in the Special Education Snapshot, the corresponding student template record must have a Y or E in field 38 and a Challenge Type in field 34.
Overview of Title I
The collections that are overseen by our Division of Federal Programs are previous year data (2013-14 school year) and are on the 2014-15 PIMS calendar, right at the very front with other previous year collections, which I believe are all listed first on the 2014-15 calendar. Our Title I staff and student participation data collection is unrelated to the Programs Fact template. Our collection is the traditional staff and student information that, until last year, was collected on the old eGrants system. It is reported by LEA, as always, using the District Fact template. It is to include any student that was served in a Title I program of the LEA for any time period during the school year 2013-14. If you have the communique that our Regional Coordinators sent out, it also has a copy of the updated template that you should use to report the data.
Also, you should use the 2014-15 manuals, as they still contain the respective 2013-14 dates for our specific collections. There is one discrepancy that you will see on the sample data in Vol. 1. At press time, we were not absolutely certain that we would not be asked to provide Title I participation by LEP students by grade for 2013-14. Because of this, we left the “GRADE/LEP” row on the sample spreadsheet. But in fact, we do not need to collect this as in some previous years. Therefore it was removed from the actual reporting template. So the necessary categories to report by GRADE are PUBTAS (Targeted students), PUBSWP (Schoolwide students) and NONPUB (nonpublic students). Again, the report template reflects this late change.
Again, all of our DFP collection information for the 2013-14 school year is reflected in the 2014-15 PIMS Calendar and Manuals. A link to our Title I reporting template is also available on the PIMS homepage.
Just to clarify, as contained in the cover memo that was sent out by our Regional Coordinators, please refer Title I staff and student participation collection questions to Kelly Gallatin, School Choice collection questions to Norma Hull, and SES collection questions to Don McCrone, using the contact info provided in that memo. Also, it is important to note that, if your LEA chose not to participate in School Choice or SES in the 2013-14 school year, then no report is required for those programs.
How do I use field 217 and the School Enrollment template in the following situations?
o Because you will be reporting this student in the Course data set, you must upload a record to the Student template.
o Identify the other LEA in field 217.
o Report your District Code in Field 217.
o Report the school district’s district Code in Field 217.
o Since you will be reporting these students in the Course data set, you must upload them to the Student template. Identify the sending LEAs in field 217.
o Since you will be reporting this student in the Course data set, you must upload the student to the Student template. Identify the IU in field 217.
How do I use field 167?
Field 167 Special Education Referral should only be populated with a Y if ALL of the following criteria are met:
You are a SD or CS
You are only submitting these students for special education reporting purposes. You are NOT the educating LEA.
This field can only be used for one of the following data sets:
12/1 Special Ed Snapshot
If we do not have our Special Ed Act 16 data uploaded before Oct 17th with the rest of our templates that are due, can we upload during the November correction window? Will the district be 'penalized' if we do not upload till November?
Yes, you can upload during the correction window and no, you will not be penalized. You will probably get an email from the Special Education Office telling you that you have not submitted, but no penalty.
Should Early Intervention Students be reported by the IU if they are District Funded?
See PIMS Manual, Volume 1, Students To Be Reported in PIMS.
Should an IU report Students that only receive an itinerant service such as Speech, Hearing or Vision if the IU Case Manages the Student?
Field 15 (Amount of Special Ed Services) of the Special Ed Snapshot provides for reporting the level as itinerant. From the PIMS Manual, Volume 1, Special Education FAQs: Change to No, an IU should not report students who are only receiving itinerant services such as Speech, Hearing or Vision in the Oct 1 Student Data Set. However, if the IU is also educating these students, the IU should report these students in the Oct 1 Student Data Set.
If we do not report APS students in the October 1 Snapshot then our publically reported enrollment data for SPP, Title I funding, and everything else will be inaccurate. Why would we NOT report our APS students as enrolled in our school?
Answer: The Oct 1 Student Snapshot data set is for only for reporting students you are educating. An APS is required to report data to PIMS; therefore, if the APS is educating the student, the APS should be reporting the student in the Oct 1 data set. The CS or SD should not report these students in the Oct 1 Student Snapshot data set. This will reduce the number of students reported in the Oct 1 Student Snapshot data set for the SD or CS.
The reporting of students for funding is in the Child Accounting data set, which is completely separate from the Oct 1 Student Snapshot data set. The Child Accounting data set only requires the Student template be uploaded prior to uploading the Child Accounting templates. However, the APS reports the “approved funded PDE-4010” and “non-approved for funding” for the students they are educating.
Referring to slide #16 -- Alternative education students that are educated by an IU. Do we (the IU) report these students? Or will their sending/resident SD report for Oct. 1?
Answer: If the IU is educating students who are court/agency placed, students receiving education in detention centers, residential treatment facility, day treatment, or partial hospitalization the IU should report these students.
If the IU is educating students in an alternative education for disruptive youth program, the sending/resident SD should report these students for the Oct 1 Student Data Set.
This is an accurate answer for a PRRI or APS, but would not apply for an IU. If PRRI or APS reports, the PRRI or APS reports the student with correct District of Residence and Location Code of Residence. If not reported by educating LEA, sending LEA reports in the October Student Snapshot in location code 9999.
CTE Indicator Field - we have students that we send to CTCs. We also have inter-district approved CTE programs that some of our students participate in. Which group of students should be labeled with a 'Y' in this field?
Answer: Only CTC’s will populate this field with the appropriate data.
A student is taught by an IU contracted special education teacher at our LEA using our curriculum and resources. (This is not an IU rented classroom). These children are only being taught by her for one or two periods a day. Do we report those students?
Answer: Yes, if the IU teacher is working as a contractor for your LEA, then you should report the students. If the IU teacher is employed by the IU, and does not work for your LEA, then the IU should report the students.
We at School District of Philadelphia have various PreK scenarios and we are having difficulty determining who we have to report for Prek -- please provide us with a resource who can assist us in explaining our various situations and figuring out who we report.
Answer: Please see the PIMS Manual, Volume 1, pages 11-12, Students To Be Reported in PIMS. If you still need assistance, please send an email to the Data Collection Team at RA-DDQDataCollection@pa.gov.
What location code of residence should an APS use for our students? The actual location code if they were in district or "9999"?
Answer: Use the location code for the school the student would attend if the student were attending a school in the district of residence. If the district of residence does not have a school with the appropriate grade level for the student (a 12th grade student whose district of residence does not have a high school), use 0000. We expect LEAs to make an effort to correctly identify the location code of residence, reaching out to the district of residence if necessary. Additional information can be found in the PIMs Manual, Volume 1.
We have students educated in New York State due to the geography of our district. We report them for child accounting-we do not test them and only pay their tuition. Should we report them for October 1? We have not reported them in this collection in the past.
Answer: Continue to report these students for child accounting. Do not report them in the October 1 Student Snapshot. You will have to upload them to the student template (as you have in the past) in order to upload their student calendar fact data. You can upload them to the student template at any time.
If we are doing our Keystones on-line do we need to worry about the coding accuracy of field 214 215 and 216 since we don't get labels?
Answer: Yes, even though you don’t need labels for these students, PDE needs this information to be an accurate reflection of the test the student is taking.
Will there be an excel spreadsheet available to submit the following (similar to the Pati Surveys): SES/School choice, Title 1, Staff and Student participation, Interscholastic Athletic Opp, LEP Professional, and Act 16? If so, do we have any idea when?
Answer: LEP Professional Development Activities Survey…yes, the LEP office will be putting on the PIMS website a tool that LEAs can access that is like the Patti survey. This spreadsheet is currently being tested and should be available by October 1. Their webinar for this collection is schedule for September 30. The link to register for one of the sessions is located at www.eslportalpa.info. A notification for this training was sent to all PIMS Coordinators. For this collection, they are collecting the data as of the 13-14 SY.
Please contact these program offices for questions on the other spreadsheet you are referring to as the Data Collection Team does not handle these particular collections.
Interscholastic Athletic Opportunities – RA-AthleticOppReport@pa.gov
SES/School Choice – Norma Hull – firstname.lastname@example.org or Erin Oberdorf email@example.com
Title I – Kelly Gallatin – firstname.lastname@example.org
Act 16 – email@example.com
I think you need clarify a basic issue here: October 1 Enrollment has always been a submission of the students we EDUCATE, even if only for one period a day. If that has changed, that affects everything. If we are now uploading our district residents educated elsewhere and/or our students we are "accountable for" in some other way, that is a big change that needs to be clearly communicated. One example would be FD-CTC students; we, the LEA do not educate and have not typically reported them in this collection. However, we are accountable for those students, and they are our residents.
Answer: Students reported elsewhere, if you are referring to a student that are in an AEDY program, your LEA may not necessarily be educating this student but you will still report this student in your Oct 1 collection. If you have a special education student that is reported at an offsite location and may not be necessarily your LEA, you will still report this student in your Oct 1 collection. You are correct the full-time CTC student will not be reported by your LEA in the Oct 1 collection as the full-time CTC will report this student.
Can you explain the difference between an AEDY and alternative education?
Answer: Students placed in an Alternative Education for Disruptive Youth (AEDY) Program, program is an extension of LEA. Students placed in AEDY Programs are the responsibility of the sending district and remain enrolled in the sending district regardless of the program location. Report AEDY students in the October Student Snapshot in the school (field #2 Location Code) in which they would be educated if not placed in program. Report AEDY students in the Programs Fact template.
Students in all other alternate placements, these ARE NOT AEDY Programs. Examples: PRRI, APS, court/agency placed, students receiving education in detention centers, residential treatment facilities, day treatment, or partial hospitalization. If this is a PRRI or APS, the PRRI or APS reports the student with correct District of Residence and Location Code of Residence. If not reported by educating LEA, sending LEA reports in the October Student Snapshot in location code 9999.
There are numerous fields mentioned in this presentation that we do not currently have in our SIS. What do we need to do?
Answer: Talk to your SIS Vendor, there have been SIS Vendor webinars that discuss all the 2014-15 PIMS changes.
If a student is just moving from school to school in the same district, are we still to use E01?
Answer: The location code and grade level in the Student Template must match what is reported in the School Enrollment Template with the most current E01 record. For example, if a student is reported in the Student Template at location code 1234 and grade 8 and they are reported in the Student Enrollment Template as E01, location code 1234, and grade 8 you have a match. Then on 10/30/2014 this student moves from the middle school to the high school, and this change is made in the Student Template only. Now the student is reported at location code 2345 and grade 9 in the Student Template, this data does not match what is currently reported in the School Enrollment Template with the E01 record. You will need to upload a withdrawal record with code WD05 in the School Enrollment Template to remove the student from location code 1234 and grade 8 and then upload a new E01 record in the School Enrollment Template that will match the location code and grade level of the Student Template.
Do we need to change an enrollment code that was used last year to the new enrollment codes for this year for previous students or just new students?
Answer: The 2014-15 School Enrollment Template will only accept the values that are listed in Appendix E of the 2014-15 PIMS User Manual Volume 2. You can keep the same codes you currently have in your SIS, but your SIS Vendor will need to create a crosswalk for you so that your current codes will match up to the codes that will be accepted in PIMS for the 2014-15 school year.
Are economically disadvantaged students the same as students who receive Free/Reduced lunch?
Answer: No, Free/Reduced Lunch can be one of the identifiers for Economically Disadvantaged students. See instructions for field 88 on the Student Template in the 2014-15 PIMS User Manual Volume 1.
The LEP Professional Survey (District Fact) says to put zeros in even if you do not have any LEP students. But if we are not Title III funded, we don't even put in the zeros?
Answer: Only Title III subgrantees during the 13-14 SY must report.
If only participating in Keystones what participation code do we use in field 212?
Answer: You will use code I – Not participating in any of these assessments.
If a special ed student graduated on Sept. 10 they should be marked as graduated for the 13-14 SY. Should they also be included on the 14-15 Student template and school enrollment template?
Answer: PDE’s guidance for summer graduates is to report this student as a graduate in the previous year, the 2013-14 Student Template, as this student graduated prior to October 1 of the following school year. Special Education has a collection at the end of the school year that would require you to report this student as exiting special education and since this student was receiving education from 7/1 – 9/30 then this student will be reported as exiting special education in 2014-15. For the 2014-15 Student Template you will need to report this student with an S in field 65, so this student does not impact the Extended Year Cohort collection.
With the new enrollment/withdrawal codes, there is not a way to track students transferring between regular and special education. In powerschool we would use W19/R1 to indicate the date that the student transferred from reg. ed to SE or SE to reg. ed. Now those dates will not be captured. Is that going to present an issue for PIMS submissions?
For School Enrollment Template—the Division of Data Quality is not tracking movement of a student for every circumstance. Hence, the new Enrollment Codes do not capture every situation.
For Student Calendar Fact Template (Child Accounting Collection)—we expect the schools to have more than one Student Calendar Fact record when a student (1) changes from regular ed to special ed, (2) changes residence status/district of residence/funding, or (3) changes calendar/curriculum.
Contact your student information system vendor to learn how to accurately code students for both templates.
Do you have a date that the 14-15 Child Count Resource Guide might be available?
By the end of October
Since we no longer can compare PennData to PIMS, is there a way you can help us identify potentially ‘missed’ students?
Compare previous year’s count with current year count, also taking into consideration exits from previous year.
Are we getting a copy of this PPT?
Yes will be posted on DQN site.
When do we use the below withdrawal codes on the school enrollment template, and how do they affect our special education submissions (July-Dec) What are these being used for?
These codes do not affect your special education submissions. They should however match your special education exit reason and grad status codes.
Could they elaborate the difference between the DQE and the edit checker as it relates to Special Ed?
Both will check rules related to special education. Edit checker cannot check student data from previous years or other DQE rules not related to special education fields. Edit checker can produce preliminary comparison reports.
Can you send the Special Ed DQE checks to the PIMS Administrators as well as the IU Data Managers?
They will be posted on the DQN site
When will spot checker comparisons be generated?
When all LEAs within an IU have been submitted or when the IU Data Manager informs PSU that no more files will be sent from an IU.
Statement was made that anyone with a Y in Referral flags can't have been submitted in a Student Template. What if the student was reported for 10/1 and then gets outplaced meaning they now need a SpecEd Referral value of Y?
They would originally be reported as a Y. After they are outplaced they would be reported as an N. If you receive a DQE error you should request an exception.
A special education student was in our district for a week, we found he needed additional services and was placed at another placement for special education placement. We submitted an enrollment record for 9/22/14- E02; 9/26/14-WD05 So on their student template their special education referral was a N on 9/22 it then changed to a Y due to the transfer. We got a DQE error, were told to submit a data exception request and it was denied because “there should not have been a school enrollment record since student left before Oct 1” How are we to handle these transfer students??
You should request a data exception that will be granted if that is the only error. Please give a brief summary of the situation in the notes section when requesting the exception.
The new "S" code takes care of summer graduates reporting for special ed students....will there be something coming that would similarly take care of summer transfers/move outs/etc? We often learn about students moving or changing to cyber or homeschool AFTER the July 1 report. Those students had to be manually added to our July 1 template last year to account for their exit from special ed the summer prior
There have been discussions related to this topic at PDE.
Do Ward of State students in Medical and Psychiatric facilities that are considered Special Ed need to be reported by the District where the hospital and Psychiatric facilities are located
Can CTCs leave the special ed student codes (Y for spec ed and challenge type) in the student and student snapshot blank or N for Special Ed submission? Please provide additional information on the referral - when the IU is educating the student
No. If the student has a valid IEP they must have a Y in field 38 and a valid code in field 34.
Relative to the student template of a student is placed, clearly field 167 should be a "Y." If the student returns to the home district, should the "Y" be removed from field 167 in the next student-template submission and an "N" be used instead?
If no AUN or building code exists, we must put the name of building or agency - is this ONLY for the Special Ed template or all PIMS templates that no longer can use 9999?
Only for special education template
We have a question regarding our 1306 students who are in residential facilities in other school districts. Do we report those students on 12/1 since we are paying the bill or does the school district where the facility is located report those students.
This answer has been updated to: District of residence reports
If CTC has prior year information in the fields, can the DQE ignore the validations in those fields?
Field 71 in the Special Ed Snap, which field in the student template does that map to? Field 2 or 117 ?
It does not map to a specific field in the student template
If a district has homeschool students that come in for speech services how do we report them? How are they coded
Report as regular education student – home education program. These students are not reported in the December or July special education collections.
Can you please reclarify how to report field 167?
If the school district or charter school has not reported the student for any other PIMS reporting purposes for the current school year, and is only reporting the student for special education purposes, use Y.
If a student graduates after 7/1/14 and the district marks them as a 13-14 graduate on their 13-14 child accounting then the Graduation Status on the Student file for the 14-15 SY should be an “S” graduation status and field 67 would be a Y. You should not be submitting an Oct enrollment record for this student. (having a Y for field 67 will ensure you are not requiring an enrollment record in October) This child should also be submitted on the 14-15 July Special Ed snapshot PIMS exiting only.
If a student graduates after the end of the school year and before 7/1/14 and the district marks them as a 13-14 graduate on their 13-14 child accounting then the Graduation Status. On the Student file for the 13-14 SY should be an “G” graduation status and field 67 would be a Y. You should not be submitting a student template, enrollment template or special ed snapshot July exiting template in the 14-15 SY
July Submission: PIMS now requires the Graduate Status Code in the Student Template for grades 7-12. Otherwise, withdrawing students will show as errors in the PIMS DQE. (PIMS field # 65). We are an IU and do not graduate students, and for kids in the many institutions we have classrooms in, we do not know where the kids are moving on to when they leave us. Will IUs be granted a reprieve from this requirement?
Mark the students as transfers.
July Submission: We uploaded our special education student that graduated after summer school in the graduate and dropout submission. That was before the S was availabile
The S code was not available in the 13-14 templates
July Submission: Can you explain how field 65 works? Will students that exit specEd after June 30 have to be kept active in the current school year in order to be part of the July exits for the previous year? How will the SIS handle that record?
Yes. They will have to be reported in the July 14-15 special education exit collection.
July Submission: We can no longer use 9999 for outplaced students, can we still use 0000 for location code?
Yes. 0000 are valid codes for IUs, APSs, PRRIs
July Submission: If we have a late SpecEd exiting student, do we have to keep an active record in the following school year in the SIS in order to report them as exiting?
July Submission: For children in RTFs - for 12-1 reporting - are they reported by the school district of residence of the parent or - because they are RTF - are they reported by the district in which the institution is located? In the past, we have been told for 12-1 it's where they lay their head at night. Can you clarify?
School District of Residence reports.
July Submission: For those students that moved to another school in PA what will the code be?
Those students do not have to be collected for the 14-15 special education exit collection
July Submission: Are there reduced DQE rules on the file if we are only submitting a limited number of fields ?
Yes. DQE rules will only apply to the July exiting fields that are required
July Submission: If a student moves on July 25th, 2014 they need to be submitted on the 2014-2015 July report. Should they be a Y on the student template for that referred field? Should they be listed as a transfer still under grad status or use the S code?
Y for field 167 and if they graduated S code in field 65
July Submission: When child is withdrawn from Special education and special education code is changed to E withdrew within last two years do you also remove challenge type?
No. Challenge Type cannot be removed until the code is changed to N, two years from the special education exit date.
July Submission: Would an inclusive votech be included in field 167?
Yes, if the District of Residence has not reported the student for any other collections for the 14-15 SY
July Submission: If we aren’t reporting the students withdrawing from the state next year our numbers will be skewed. How will we show the difference?
Those numbers will not be compared to the previous year.
Act 16: For Act 16 reporting for the 2013-14 SY. If a student graduated or exited after 7/1/2013 and never received services in 13-14, would they be included on the Act 16 report for 13-14Sy or only the 12-13 SY?
Act 16: How do we calculate a cost when we haven't received bills from other districts where our students are placed? In past years we have estimated, resulting in underreporting in one year and over reporting in the next. Should we still continue this way?
Continue to estimate
Act 16: What is available in PIMS after the Act16 data is loaded in to PIMS Reports / ACS etc. What happens next?
Cognos reports are available in the Special Education/Act 16 folder
Act 16: We received the report that tells us how much money was withheld from our subsidy, however, in the past PDE sent us an Approved Private School Student Detail report which showed how much money was attributed to each student. We haven't received this report and have contacted PDE but was transferred from person to person with no results. Is this report coming and if not, how do we divide the money?
The report is not available until May. LEAs should contact APSs for current tuition rates.
If a child is NOT special ed, should field 167 of the Student Template be left blank? (Sp Ed referral) or should it be answered with an N?
This is a required field and cannot be blank. Use N
Act 16: We have a student who is at a placement “in lieu of FAPE”, can we include them on our ACT 16 District Fact file based on the regulations?
Act 16: When is the ACT 16 report due?
All PIMS submissions are due during the collection window. If additions/corrections need to be made they should be uploaded during the correction window.
Act 16: With Act 16 submission being extended until oct 21st, does that apply to all collection 1 or just Act16?
The entire collection is extended
Act 16: In lieu of FAPE" placed students do not have a NOREP and/or IEP. Does this impact the previous answer as "Yes"; report them as ACT 16?
The student must have a valid IEP to be reported for the Act16 collection.
If they did not have an active IEP for the 13-14 School year, they should not be reported
Other: This is just a question about Cognos Reports for the various active collections. What Cognos Reports are recommended for the current active collections?
Act 16 reports are available in the Special Education folder
Other: This is a general question - where can I find the ACS due dates for the PIMS collections
Act 16 reports are available in the Special Education folder. They are due 1 week prior to the CORRECTION window closing, unless they have been informed otherwise.
Other: If I understood correctly, You indicated that students attending a prison/jail are to be reporting by the home district unless they are wards of the state. In the past the educating LEA (jail) reported those students on behalf of the district. Did this change? Can you repeat or clarify this?
For special education reporting, they are reported by the DOR. Host district reports wards of state.
Other: When using the sandbox, once errors are corrected PIMS is still using the old snapshot. Is there a way to change the refresh schedule so that corrected information is available in a more timely manner?
PIMS refresh schedule is posted on the DQN site
Act 16: Act 16 clarification- Specialized transportation. If the student is being transported from building to building within the district for services, is this considered specialized transportation and can be counted towards the Act 16 report?
Part of IEP, Yes
Act 16: If you uploaded a student with an incorrect Act 16 Category type, since it is a key field, we submitted a pims ticket for a deletion request for the single record. PIMS help desk said they are not sure if they can delete just a single record or if they have to delete the entire Student fact template. Can you clarify on this?
One record can be deleted. Not entire template
How are we to report a student as an S in the Grad Status field for the current year since the students aren't enrolled? The DQE is going to look for a school enrollment record to go with the Student record and will kick it out as an error. This is the same issue that we have had with summer withdrawal students and was directed to not report in the current year and report in prior year at the end of the year. DQE denied these exceptions for summer withdrawals.
Use a Y in field 167 because you will not have reported the student during the 14-15 SY for any other collection other that special education exits.
You explained 167 several times but we are still confused. So far, all of our students are defaulted to "N". We do have about 70 students that we have placed in alternative education facilities, IU operated programs, APS schools, and etc. I assume these kids remain an "N". For those students are in RTFs that we track, we have reported in previous 12/1 uploads because we are the district of residence. For this year, (for the first time) I am of the impression we are including them in October as well. We are not the educating LEA but we do track them. Are these the kids that should be Y"?
If the district of residence is the educating LEA(reporting student in October), use N. If the student is being educated by a PIMS reporting LEA and not the district of residence, use Y. If the student is being educated by a non-PIMS reporting agency, the district of residence should be reporting that student in October, use N.
What should be reported in Location Code (field 2) vs. Location of Special Ed Services (field 71)?
The Location Code (field 2) on both the Student and Special Ed Snapshot templates should be the PDE-defined, 4-digit code identifying the school the student attends within the district of residence OR 9999 for students educated in other LEAs. The Location of Special Ed Services (field 71) on the Special Ed Snapshot template should be the PDE-defined, 4-digit code identifying the school where special education services are provided. Or, if that school does not have a code, then enter the actual name of the building (9999 is NOT valid). If the Services are being provided in IU, PRRI or APS buildings use code 0000.Template: Special ed, StudentReference: PIMS Manual Volume 1 – Special Education Domain PIMS Special Education Snapshot Template Specifications Field 2 and Field 71 (pages 363-368)
If our LEA is getting additional computers later in the year, should those computers be included in the counts in the PATI Surveys?
No, only include counts for computers and devices you have now
Template: Student Participant Response
eMetric: When do you use this versus the information in DRC
The information in eDIRECT is available before data is posted to eMetric. Not all levels of school administrators have access to eDIRECT.
eMetrics: I believe the Winter Keystone results are releasing on March 2nd. Are we going in here for the results or just using DRC?
Winter results will be available in eDIRECT on March 2. The results will not be posted in eMetric until April 6.
eMetrics: What is the difference between historical and longitudinal report?
Historical only allows you to pick only one administration of the test to look at. Longitudinal allows you to choose multiple administrations. This is correct. Both give you data across administrations as long as the student tested with you.
eMetrics: What is the best method to get all the best scores for a student on one report?
There are multiple ways to access data using eMetric. I am providing one way:
Longitudinal report > Choose Subject (only one at a time) > Select all admins (my advice) > Get Report > Go to Filter, Grade 11. You will see one line of data per student per administrations. For example, if the student tested twice, there would be two lines of data for that student.
You could go one step further and go to Scores and select re-testers to list the grade 11 students who were re-testers.
You could save this report if you have your data the way you want it. It will save the query, not the actual data. With a new administration results, you can go retrieve your saved report and it will run the report with the new admin’s data. To save a report, you would select MyReports in the upper right corner of the home page and name your report and save it. To retrieve it, you would go to MyReports and run it.
You can download the data in a csv format (similar to Excel) and manipulate your data using filtering.
If you want to start over because you want to add/delete some data fields, you can reset the report, which is located on the right, above the table.
eMetrics: Can you re-clarify the feeder reports. Are all LEAs and IU's able to upload feeder reports to see students testing information?
Feeder reports can be loaded only by the top level administrators, the one with the username d+AUN number. Once the report is loaded, all users have access to it. The feeder report is a temporary document, meaning it is overwritten every time there is an upload. If you wanted to know about all assessments for a student, you would have to upload one subject at a time. You could download the report each time per subject and create a larger document with all subjects. The instructions on uploading a feeder report are available in the Help Guide. When the Superintendent accesses the account, that person is the only one who will have the option to Upload Feeder. Once that is selected a csv template can be downloaded. There are only two columns. You cannot alter the column width or make any changes. The first column is PAID, which is the students PAsecureID. Enter it as you would normally and it will be recorded in scientific notation. This is ok. The second column is BNUM, which is the 4-digit building number where the student is currently enrolled. Once this list is complete with the students you want to search, save the file. While in the Upload Feeder option, go to browse and upload the csv file. It will search the state for that PAsecureID and provide you with data on that student regardless of where the test was administered. You only have one chance to download the results so save the file. You would need to do this with every subject. My advice would be to create a larger doc that includes all three subjects and sort by PAsecureID to get a student data by subject. You can determine what subjects the student has tested and the associated scores.
IU’s do not have the ability to upload feeder reports.
eMetrics: What are the pros vs cons of DRC vs emetric? Districts perceive that the major pros of eMetric are that you can see Keystones taken by their students at other districts, and it is much more organized. They perceive the pro with DRC as being able to see the detailed anchor information. Is there a way to see the anchor information from eMetric?
In eMetric you can see the anchor level data by choosing the Group Summary Anchor Report. It’s the second report on the left side. You can customize the report using the tabs across the top of the table. You can also look at each individual report by anchor level. If you want more information, please go to the Help Guide under reports and choose the Anchor level report.
eMetric: Is there a way through e-metric to determine which students need to take project-based assessment?
That information is not available yet. I don’t have a projected date.
eMetrics: If a student moves into a district, and the past districts the student attended are unknown (perhaps student is in foster care), will these queries enable you to know which districts the students tested in?
Yes, when you upload the feeder report.
eMetric: How do you handle 8th Graders that take a Keystone?
You can select grade 8 students when you filter your report. You can also look at the data for the middle school. See response from Dan Berger’s question. Instead of filtering the grade 11, you could filter the Grade 8.
eMetric:Is there a way eMetric could just provide a "Non-Proficient List" that could be run?
Under Quick Reports (last report in column 2), you will have the option to select those you need to test in Module 1, those who need to test in Module 2, those you need to test in M1 OR M2, and the last option, those who need to test in M1 AND M2. The quick reports are queries that are saved for you and saves you time because all the selections you would normally make to get the data, is already done for you in the Quick reports. You have the ability to customize the report with data you want to see in your report. You can download the data into a csv file and manipulate it to get what you want.
Dashboard: How does the EWD compare to On-Hand Schools?
The Dashboard Early Warning System uses more data points than On-Hand Schools. PDE Dashboard warning criteria are based on longitudinal data research from Johns Hopkins University.
Dashboard: Could we get the website for the Educator Dashboard?
· Dashboard Information Link: http://www.portal.state.pa.us/portal/server.pt/community/early_warning_system/21791
· Demo dashboard https:www.pastudentachievement.beta.pa.gov/DashboardDemo/ Login ID: CodyWest PW: 123
Dashboard: A technology director and also a PIMS admin would like to know how the data get into the EWS.
Templates are loaded into PIMS under a dashboard specific collection
Dashboard: How are the levels of color coding determined? E.g.: Attendance-What is the threshold to move from Red to Yellow to Green?
o >90% Green
o 80%-90% Yellow
o <80% Red
o State Offense
§ 0 Green
§ 1 Red
o Local Infraction
§ 0-3 Green
§ 4-5 Yellow
§ >5 Red
· Course Grades – Math or ELS
o A - C Green
o D Yellow
o F Red
Dashboard: : Is the demo site open to anyone using the demo login?
Dashboard: What student-information systems do not work with this site?
Sungard, Pearson, Harris and MMS all have extracts developed
Dashboard: When will this be available for everyone?
The dashboard is currently available for any LEA that applies
Dashboard: Are there additional PIMS reports or generated from existing reports?
There are 20 dashboard specific reports currently available for use
Dashboard: Are the grades limited to just the listed subject areas?
All grades may be uploaded and tracked in the dashboard. Only Math and ELS grades will affect the early warning flag on the student.
Dashboard: Will there be a superintendent training scheduled?
Once an LEA applies for participation, trainings will be scheduled for their core team. The superintendent in normally a part of the core team.
Dashboard: Where are the interventions listed in the catalog pulled from and are they research-based?
The Intervention Catalog is created and populated by the individual LEA. Options for entering interventions into the dashboard are a template upload, importing for other districts, and data entry.
How do you stop impersonating a user?
Must logout and back in
Can historical data be loaded in to the Dashboard?
How long does the dashboard store data for a student? (ex. If we have a 7th grader, can we go back and look at what interventions were used back in 4th grade?)
Interventions yes. The ABCs will store the metrics, but not like the transcript data of exact grades/classes
What time does PDE refresh the data in the Dashboard?
Core team - data steward and dashboard admin are there two roles or just one?
Both have the LEA Admin role.
Is there any direction on how to count assistive technology?
If this is a dedicated assistive device that the school paid for and not on loan from PaTTAN, you can count the expenditure in the year you purchased the device.
Can you clarify the in lieu of FAPE settlement agreement?
You cannot count lawyer’s fees, but you can count compensatory education services.
Will the 4010 PDE report be available sooner to calculate costs for APS?
Next year, the time frame will probably be very similar. In 2016-17, we should have a new electronic system for the APS enrollment that might be more efficient.
Should a district report the cost of a piece of equipment that was not indicated in the IEP but was the result of a special recommendation by a an OT/PT or teacher?
Yes, if it is a dedicated piece of equipment that was purchased solely for this student.
Summer Withdraw - When kids withdraw during the summer, we mark their withdrawal date as the last student day for the previous year in our SIS. Should I mark their withdrawal in Special Education reporting as the date I am notified or as it is marked in our SIS?For example, a kid just withdrew and is going to a school in NY state. Our SIS, has his withdrawal date as 6/3/15. Should I mark his withdrawal/exit date in Special Ed reporting as 6/3/15 or the date that the parent actually came in and withdrew him, 8/5/15?
For special education reporting you should use the date the parent notified the LEA.
Are wards of state included in the act 16 reporting?
No. Wards of State are paid by the State and do not result in expenditures to districts.
If I submit the wrong cost category for a student, can I upload the correct cost category, or do I need to request a deletion first?
You must request a deletion first, then upload the record with the correct cost category.
In the meeting someone asked if a new piece of equipment was needed, but not in the student's IEP, could it be included in costs. The response at that time was that the IEP would need to be modified to list the equipment, before the item could be included in the spreadsheet. However, in the Q&A document it mentions and AT expense and then specifically a new cost not on the IEP and the answers seem to indicate that the item can be costed out if it is solely for the specific student. No mention of modifying the IEP. Since it would be very difficult to modify the IEP at this point in the process, I wanted to check if that comment was omitted from the Q&A accurately?
IEP does not have to be modified.
Someone asked if there was somewhere that all the "RA" contacts were listed, like the contacts slide that used to be issued with all the webinars?
There is currently not any single location for all the RA accounts. However, I am going to pull a list together and see if it can be posted on the PIMS website
There was a question about ESY - because some are reimbursed to the LEA via the IU and IDEA funds, should the LEA still report the cost or not? There was some feeling it would be double dipping, but at the same time, there was concern that it be reported as a cost of some type and the indication was that further research was to be done. Any word on this?
Report all costs including any funds that may be reimbursed
Summer withdrawal for a Special Ed student - the Q&A says to use the actual date the parent came in to WD the student - but there are a number of times that this date is actually AFTER the date that the student physically spent his last day at our LEA or even after the date they started at their new LEA. The (earlier) date recorded in the SIS is the correct one. How to handle that? Normally we would record the actual last date that the student was our responsibility or 7/1/15 if over the summer - matching the SIS date.
LEAs can use the date that matches the SIS as long as the date is in the 15-16 SY. They cannot use the last day of the 14-15 SY.
Common Errors Identified in CA Audit Findings: One of our LEAs (a cyber charter) has a proportionately high number of students who self-identify as transgender or non-binary gender (doesn't identify as exclusively masculine or feminine). Many of these students and their parents use the circumstance of transferring to this LEA to register under a new name and/or gender that conforms to the student's new identity, but this occurs mostly without any government-issued documentation to backup the change. As a result, these students often error in PIMS uploads with the PAsecureID database (which usually contains a different name or gender). Could you please clarify the reporting procedures for name and gender for students in these situations?
Common Errors Identified in CA Audit Findings: Is there a cycle for audits; i.e. every 3 years for SD etc.. What causes an audit to occur?
Common Errors Identified in CA Audit Findings: Once the audit report is released, do we need to maintain the Child Accounting Documents related to that audit?
Common Errors Identified in CA Audit Findings: Are there differences between School district audits and virtual charter school audits? Content / timing?
Common Errors Identified in CA Audit Findings: Is it ok to save reports (on a computer) vs printing them out? Do you have to print the info out ahead of time vs upon request?
Common Errors Identified in CA Audit Findings: "Slide 14, 2nd item What if the student with more than 10 unexcused days is less than 17 yrs old and we are pursuing truancy charges, do we still remove from rolls? If yes, would it be withdrawal code WD01?"
Common Errors Identified in CA Audit Findings: "Followup for the transgender/name question: Since district policies are different regarding this? we must just keep changing the data in PASecureID depending on the district who currently is uploading the student? Correct??"
Identifying Resident & Non Resident Membership: Would Madeline be willing to cover visa issues as well? In the last year, I've had 4 students attempt to register for school using their passport as proof of their DOB. However, their passport was stamped with a tourist visa stamp - B1. This does not entitle them to schooling. We've run into other visa issues as well. I don't want to break any laws or rules.
Identifying Resident & Non Resident Membership: What are the questions we (district of residence) need to ask when we receive a PDE 4605 for a charter school student? When a PDE 4605 is received for a charter school student, are there situations where we (district of residence) would continue to pay the charter school invoice and the charter school would be billed for services by the host or service provider?
Identifying Resident & Non Resident Membership: We have illegal immigrants moving in with a family in our school district. They have no paperwork, no immunization records and no birth certificate. They are living with a 20 year old renting a property in our District. One is 17 years old and the other 18 years old. What is our District allow to ask from them? Who would be their legal guardian? Are we required to enroll them and educate them?
Identifying Resident & Non Resident Membership: For 1302 students (living with an adult resident other than parent), what can you ask, or what documentation can you ask for, regarding whether that adult is truly supporting the student without personal compensation? Can you ask if the student is reported on income tax return as a dependant? Can you ask for a redacted copy? Can you ask specifically if they are receiving payments of any kind from the parents, like child support payments?
Identifying Resident & Non Resident Membership: How many weeks are allowable for HOME STUDY?
Identifying Resident & Non Resident Membership: re:1306 Please repeat if parents placed the student.
Identifying Resident & Non Resident Membership: We have a 339 program where students from a neighboring district attend our Ag program in the High School. The neighboring district pays us tuition. How are they coded in PIMS?
Identifying Resident & Non Resident Membership: "On the PIMS calendar for Collection 3, I understand that the upload is for districts that have a JIAF facility in their district. However, the calendar lists the student for updates separately and this was not done in collection 2 or collection 4. My district does not have a JIAF in our district so we won't be uploading for Collection 3. I am wondering if you are going to be pulling any data from districts that don't have a JIAF after the collection? I'm not sure why the calendar specifies the student template update. Thanks!"
Identifying Resident & Non Resident Membership: Would you please say again how important it is for the SENDING District to notify the IU or Vo-Tec about the RESIDENCY STATUS of their students!
Identifying Resident & Non Resident Membership: What are the situations where we need a letter from school services?
Identifying Resident & Non Resident Membership: It was stated that any married minors are considered empancipated. However, if they are special ed, are they not still required to have a surrogate until they are 21 even if emancipated??
Identifying Resident & Non Resident Membership: New this year - Montgomery County IU is educating students in the Shelter and billing the parent district on behalf of the host district. What residency code should the IU be using?
Identifying Resident & Non Resident Membership: Why are some PRRIs now allowed to NOT report to PIMS. Specifically, Childrens Home of Reading and now Hoffman Homes/Academy??
Identifying Resident & Non Resident Membership: I have a NonResident foster student in resident foster home who was educationally placed by the youth court in the natural parents school district to an out of district day treatment program. Does the day treatment program host school district report the home district as that of the natural parent or the foster parent? Is the foster parent's district responsible?
Identifying Resident & Non Resident Membership: "Did I hear correctly that it was implied that Special Education Students are not eligible for Homebound but instead MUST be placed in Instruction in the Home? A special education student may have a temporary medical necessity for Homebound, maybe a surgery that only requires Homebound for 2-3 weeks. This would not be an Instruction in the Home placement but simply one-one tutoring for a short time. Please clarify."
Identifying Resident & Non Resident Membership: We have sent letters to School Services to designate Ward of State but have not received any response...what do we do?
Identifying Resident & Non Resident Membership: The 4605 form....we have talked before about possibly having that template updated to include the type of facility it is....it would help the receiver to identify some necessary information for PIMS and for the Accounting Audit. (PRRI, Private, APS, etc) Also, this form should NOT be used unless the sender is going to be the PIMS reporter.
Identifying Resident & Non Resident Membership: "IF a student is illegal - the SD MUST educate? What paperwork to register? If a student has a student VISA, the SD does not have to educate? Please clarify if we misunderstood."
Identifying Resident & Non Resident Membership: Does Foster documentation have to be updated each school year?
Mainstream Calculations vs LRE % from IEP: "What happens for those students who enter a new school district when there is a laps of time of the new district IEP is implemented. The student will have 2 lines (1 regular ed and 1 special ed). Is the student considered special ed even before the new district implements its own IEP? Our SIS pulls the special ed data from a location other than entry/withdrawal."
Mainstream Calculations vs LRE % from IEP: Can you please clarify if a contract is needed, and why it would be needed, between two districts where district A hosts an IU classroom and district B has a student in an IU classroom who mainstreams out for classes with district A. I don't believe this is happening, however, the IU and the district hosting an IU class have a building agreement which covers mainstreaming
Mainstream Calculations vs LRE % from IEP: Language in PIMS manual for Field 15 in Student Calendar Fact states that a student is considered special ed as of the IEP Implementation date. Why wouldn't this be the ER date when they're identified as special ed?
Mainstream Calculations vs LRE % from IEP: Are Act 80 days deducted from Days Enrolled in calculating ADM
Student Calendar Fact (Field 15): "Some of our students are going to KidsPeace programs, such as KidsPeace Hospital or the Acute Program in Temple for medical necessities. We are told we should leave the students on our rolls due to a short term service. 1. Should we leave the students in our brick and mortar buildings or place the student in another ""out of distict"" PIMS reportable building i nour SIS since the student is not currently present in our brick and mortar building? 2. If the student is receiving educational services should we be recording attendance for the student in that placement? Should the attendance be present or medically excused? We would like Madeline to cover how to properly show their student calendar fact data. "
Student Calendar Fact (Field 15): "We would like Madeline Rogers to answer how we should be reporting the following student: A student was suspended for 10 days due to a fight and is awaiting a hearing to be placed outside of our brick and mortar building. He was marked for suspension for 10 days but he cannot get an intake into our alternate placement building until day 15. What should day 11-14 be marked as for his attendance? Should he be marked Excused or Suspended? "
Student Calendar Fact (Field 15): "Another question for Madeline Rogers... A student is sent to Children's Home Acute Partial Hospitalization Program based on medical necessity. Should the LEA keep the student on our rolls until the student returns back to our brick and mortar? Should schedule be maintained and the student be given attendance? Marked for Medically excused absence? OR Should LEA take this student out of the brick and mortar building and place the student in another reportable building? And drop schedule and not track attendance?"
Student Calendar Fact (Field 15): PLEASE RECONSIDER CHANGING the wording for the Special Ed date - implementation vs. ER date. Just because a student is identified - they or parents may refuse services. It should remain the IEP implementation date. This is the consensus of everyone in our room.
Homebound Code retired (Program Codes, PIMS Appendix F): I know that a student who receives homebound is counted in our attendance and membership, but there was a code that we put in to identify them as so. That code was retired, so my question is how would PDE know that a student is getting homebound instruction? Is there a form that needs to be submitted, because there is not a code in our SIS that would upload as such?
Instruction in the Home: We are several students who are getting Instruction in the Home. You said during the DQN meeting yesterday that we were to claim membership and attendance for these students. We have traditionally withdrawn the student from the school they were attending and placed them in our Census school that reports for Special Ed only. Should those students really stay enrolled in their home school and be reported that way? What is considered “Present/Absent” for those students?
Student Calendar Fact (Field 15): I was at the IU today for the DQE meeting. I have some questions concerning the special education ADM. Right now we have one enrollment record and the child accounting ADM is calculated as has always been based on our calendar days in session, etc. If this student becomes special education mid-year, are you saying that we need to withdraw the student as a regular education student and create a new enrollment as a special education student? We don’t have that process in place for this school year. Is it a requirement for this school year or is this something that we can institute for the 16-17 school year? Or do we need to adjust our records from September to now and going forward? Please advise.
Student Calendar Fact (Field 15): They are confused that every spec ed student - even if educated by home district all day - will need 2 entries figuring how much of their day was reg ed instruction and how much was spec ed instruction.
I reviewed the handout "A Cooperative and Collaborative PIMS Reporting Process between Schools and Law Enforcement" being presented next week at the PIMS User Group meeting. Are the mandate requirements outlined in the handout for Montgomery Co. IU to follow or are they being mandated by the state of Pennsylvania (PIMS).
This is a State mandate found in Title 24 Public School Code 1949 Article XIII-A, Section 1303-A Reporting, Subsection (b.1)
We had an incident that the police coded as "Risking Catastrophe". There is not PIMS Infraction Code for this. We had to label the incident as Terroristic Threat which the Police were ok with.
This is good example of communicating with each other to work through coding differences between the LEA and Law Enforcement
If there is a difference between school and police interpretation of an incident, whose data should be reported
By communicating with each other, (school and police), about that incident a consensus is achieved to accurately report the incident.
Who, at the state, has notified police departments of the need to make school administrators aware of non-school related crime that may be occurring on school property when school and school related activities are not occurring?
I am not sure if there was a specific training or notification that took place to make the police department aware of this communication need. I know there has been local efforts to inform the police departments.
Is there any training available for the principals about the differences between incidents and methods of reporting? As a PIMS staff member I feel responsible for helping with the process of getting the data from start to finish reported correctly however the actual rules for what is reported and what definitions there are for incidents the Principals and staff that actually determine what needs entered should also have a training specifically for this. When we have this training for PIMS I feel that is different than training for the building personnel that makes the decisions on what is an incident, etc.
PDE can provide training (contact Mike Kozup for specifics) localized training can also be provided to those at the various levels of need and understanding. Montgomery County IU has conducted workshops to help in this area. More training at those various levels needs to be accomplished.
When and if your IU has a training with your Officers, Principals, and appropriate people involved in this collection to review the PIMS manual, versus the "Law Enforcement" laws, is it possible to have a video conference and invite all of us to listen?
Yes. We will work towards accomplishing that training and provide accessibility to all.
Can you please clarify: If an incident occurs on the school district's property, but the incident did NOT involve district staff or students.
Title 24 Public School Code 1948 Article XIII-A Section 1303-A subsection (b) identifies incident that must be reported. A part of that section identifies categories of reportable crimes and states” by any person on school property”. An Incident is further defined in the PIMS Manual, Definitions section. The wording is very similar as found in the Public School Code.
Title 24 Public School Code 1948 Article XIII-A Section 1303-A subsection (b) identifies incident that must be reported. A part of that section identifies categories of reportable crimes and states” by any person on school property”. An Incident is further defined in the PIMS Manual, Definitions section. The wording is very similar as found in the Public School Code. If so, does the district have to submit this incident? How would the district know that the incident occurred and get the details they need to submit (if it was only reported to the police department)
The district must report that incident (if it is a reportable incident). The police should be communicating with the school regarding all incidents that occur on school property and providing the needed information for reporting purposes. If it were not communicated to the school it should be identified in the verification process. The police would have a crime on school property in their records but it would be missing on the school report.
Do the State Police or local police report these school incidents and the schools? Is there some comparison done somewhere at PDE?
Police and State Police report all of their crime information into the Uniform Crime Report. School incidents are not separated in their system. Mike Kozup may be able to answer if a comparison is completed by PDE.
Schools have no control over what occurs in the community during non-school hours or when non-school activities are occurring. It seems that things occurring during these times would be community incidents and not school incidents. Why are these being accounted to school safety when it has nothing to do with the safety of the students at the school? Isn't there a community incident report that police must report and why wouldn't these items just be recorded there
Public School Code in its wording is specific about reportable crimes committed by any person on school property. Crimes committed on school property at all times does have an impact on the overall school safety and security environment.
Will an incident occurring on school property (after school hours), that is reported to the school by police, be counted against the school district in PIMS or SPP?
Mike Kozup can best answer this question. If Mike is made aware of these incidents, although still reportable, they will be reviewed regarding the impact on the SPP.
How does PDE recommend we report a sexting incident? What code would PDE expect to see in our report for this type of incident?
We recommend that you speak to your local law enforcement for assistance in clarification in infraction selection. The most likely infractions in this case would be Infraction Code 11 – Indecent Exposure or Infraction Code 12 – Open Lewdness. However if the sexting is used as a form of harassment it could then be Infraction Code 14 – Sexual Harassment
Why do some infractions not have definitions in the PIMS Manual and others seem to have both PDE and Law Enforcement definitions?
The definitions are a merging of both legal definitions as well as an attempt to clarify via a layman definition approach. Not all infractions have a direct correlation to a crime code such as fighting or minor altercation.
Are there any changes in the template for the MOU between districts and local law enforcement?
Not at this time.
So instead of Cyber Bullying, we are to use Cyber Harassment?
This would depend on the specific circumstances of the incident. Please refer to your local law enforcement for clarification. Typically speaking the LLE will issue the Cyber harassment charge. If there is no LLE charge or involvement than it would be a form of bullying.
Where do we submit the additional policies to?
Please send these to firstname.lastname@example.org
Can you share all of the changes that Mike Kozup reviewed with all LEAs?
We have added a new infraction code “51 - Cyber Harassment of a Child” this year. The other change is that within the Discipline Domain we have been tasked to add an additional template collection of the Automatic External Defibrillator (AED) data which is an annual requirement of 24 PS §14-1423. This was previously accomplished through a submission via an excel file to the School Services Office.
Do we include a 17 year old habitual truant in the count even though they are beyond compulsory age?
Only include the 17 year old truant student count when they are in 12th grade.
We now have an onsite police officer employed by the district. Who is responsible for signing the ACS - our internal officer or the Chief of Police from the external police force?
The only time this can be done is if the officer is a School Resource Officer and his police chief has delegated that responsibility to him/her. If you have a School Police officer, then the ACS must be reviewed and signed by the police chief of your local police department or the PSP troop commander.
A student (kinder) has reached into his shorts and seemingly touched himself in class while sitting at his desk. No other student was involved or witnessed the incident, but the teacher reported it as being sexually inappropriate. Which infraction would that fall under and would it be reported under this collection?
We recommend speaking with your local law enforcement for further clarification but the most likely infraction here would be either Infraction Code #11- Indecent Exposure or Infraction Code #12 – Open Lewdness.
I was recently reading the PDE's standards for identifying Persistently Dangerous Schools and had a question about the definition. According to the site, "Under the No Child Left Behind Act, each state must establish standards for identifying 'persistently dangerous schools.'" With the expiration of NCLB and introduction of ESSA, what is the future of classifying persistently dangerous schools? Will there be any changes to the definition?
There are no changes planned at this time.
How were the AED counts and people trained collected previously?
The AED report was submitted to the School Services Office via an excel file which was forwarded to email@example.com
If a staff member is suspended with pay until an investigation is completed, how do you code it or do you have to report it?
There is an offender type of 6-district employee. Please code that in conjunction to the infraction that occurred and any possible outcomes know at the time of submittal.
If Cyber Harassment is a police charge, then is sexting/sexual harassment also a police charge?
In 2012, Pennsylvania enacted a law criminalizing the transmission of sexually explicit images by minors (Title 18 § 6321 - Transmission of Sexually Explicit Images by Minor). Under the state’s sexting law, it is a crime for a minor (a person under the age of 18) to:
For example, both a teen who sends a photo of a nude classmate and one who receives the photo could be prosecuted under Pennsylvania law. Teen sexting is punished more severely if the defendant takes or shares a nude photo of another teen without the teen’s permission, and in order to harass that person or cause him or her emotional distress. For example, a boy who shares nude photos of his ex-girlfriend after they break up could be charged with a more serious crime. Pennsylvania's teen sexting law does not apply to images taken or distributed for commercial purposes, or images of sexual intercourse.
Could you please clarify what you said about a bomb threat incident being a terroristic threat if you have an offender. Did I understand that correctly?
A bomb threat is when the perpetrator is unknown. If and when the perpetrator is located then the infraction would be considered a terroristic threat which is the citation that the offender would be given.
Also can you repeat the 3 things that need to be submitted with the Safe Schools Submission?
This year the following are required to be submitted by July 31, 2016 and should be submitted electronically:
Could you please clarify the qualifying age to report habitual truancy. Is this all students 16 years and younger? You indicated that all 17 yr olds are excluded and all 12th graders. Did I hear this correctly?
We do collect and expect the reporting of 12th grade students. The calculation of the truancy rate only uses the students in grades K-11. Please do not report students aged 17 or above when they are in any grade below grade 12.
Can you please clarify - are you advising that incidents involving staff should be submitted via the safe schools report? or is it only to be reported if a student is involved? The PIMS manual says the following: This domain is used to track School Safety incidents involving all students (including special education students).
All incidents that occur on school property or a school sponsored event is required to be reported. The following is what the School Code state:
Section 1303-A. Reporting
We do not “cull out” incidents that occur after hours even if the offenders were non-district staff or students. The School Code states that:
(b) Each chief school administrator shall report to the office by July 31 of each year all new incidents involving acts of violence, possession of a weapon or possession, use or sale of controlled substances as defined in the act of April 14, 1972 (P.L.233, No.64), known as "The Controlled Substance, Drug, Device and Cosmetic Act," or possession, use or sale of alcohol or tobacco by any person on school property. The incidents to be reported to the office shall include all incidents involving conduct that constitutes a criminal offense listed under paragraphs (4.1) and (4.2).Reports on a form to be developed and provided by the office shall include:
(1) Age or grade of student.
(2) Name and address of school.
(3) Circumstances surrounding the incident, including, but not limited to, type of weapon, controlled substance, alcohol or tobacco, the date, time and location of the incident, if a person other than a student is involved in the incident and any relationship to the school entity.
If you look at the “Person Template” in Field #2 the definition states: An identifier for the person (offender or victim) involved in an incident; this can be the PAsecureID if the person is a current student. The PAsecureID does not need to be submitted for victims, however. If the person is not a current student or if the LEA desires not to submit the PAsecureID, use an identifier assigned by the LEA.
The “Offender Template” in Field #5 Offender Type valid values are:
1 – student
2 – student with IEP
3 – student from another school
4 – parent
5 – adult visitor/intruder
6 – district employee
7 – other or unknown
Are guestimates acceptable for individual student costs? If not, are we expected to determine individual cost per student for services such as a group speech, Pt, Ot, and/or sharing of a para down to the minute assigned in the IEP or total student's shared?
You should be as close as possible to satisfy an auditor that you have put the student in the correct category. We do suggest prorating group settings and listing PT and OT expenditures. Being as transparent as possible and having documentation is what an auditor will be looking to find.
Can we take our in house (district) teacher's salaries divided by number of roster students to get a per student cost for instruction?
Yes. You can take your special education teacher’s salary and prorate it with the number of students in the class to get a per student cost for instruction.
We had a student drop out last year as an 11th grader, and then we received information today from Pittsburgh Job Corps Center requesting transcripts and withdrawal documents, indicating that he "is preparing to enter our educational program." We didn't know if this would count as an LEA in PA to be able to remove him from our drop out list.
If a student re-enrolls in a facility that is providing a standard high school diploma prior to Oct 1 of the school year after they dropped out, the dropout can be removed via the instructions provided in the Grad Cohort and Dropout how to guide on the PIMS Page of the PDE Website.
Can you provide guidance on a process for updating the grade 9 entry dates?
Grade 9 entry dates must be determined from your records or possibly view the grade 9 entry data reports for specific students in Cognos, Production, Graduation and Dropout. If they need to be corrected, you must go back to the first student tempalte in which you reported the student with an incorrect grade 9e ntry date and submit updated student templates for each school year from that point to the current year.
Would it be possible to extract the student template in the student template format from PIMS to use for correcting this data?
No. You can go back to the previous batch and download it and make edits but this is highly discouraged. You should make the edits in your SIS and create a corrected extract for uploading that matches your SIS to avoid repeating errors.
Could there be a grade 9 update file instead of resubmitting the student template?
No at this time.
Upon reviewing the Grade 9 Entry Dates Cross LEA Verification Report for 4, 5 and 6 years, I found I do not have data in my current SIS to run a student template prior to 13-14 school year. It is practically impossible to locate a student on a template prior to 13-14. In addition, I cannot run a student report for any student moved into our graduated file. I can pull a template verification from PIMS, but it is not in the student template format.
This is why you should keep historical data and if you switch SIS vendors ensure that old data is brought into the new system.
All data in my SIS is current, so if I run a student template for a previous year, data from the current year populates the template. As an example if I am in the 16-17 school year, I can change the grade 9 entry date. This date will be exported on all templates prior to 16-17.
You should discuss this with your SIS vendor. PDE receives data as mandated by PA Legislature and has no control over it at the LEA level. Best practices are to ALWAYS maintain historical access to any data that could still require correction.
Attribution: Please review when and why we should attribute a student.
Please download the Graduation, Cohort and Dropout How-To Guide from PIMS Page on the PDE Website. Explanations for cohort, attribution, and reporting requirements are included. Specific instruction on the attribution tool provided by DRC in November via webinars.
I have identified 11 students where I believe my district's data is correct based on research. Unless all districts are updating files, I assume this will not be removed from my district's list.
We have a student that hasn't been in school since last Tuesday. She is suspected to be a runaway. She is only 16, how long do we carry her as a student before withdrawing her because she is only 16?
Students of compulsory age remain enrolled until they reach 17. At 17 they are dropped out. You must continue to pursue truancy prosecution during this time fram.
Are there are plans to add a code for deceased students so they do not count as a dropout?
Not at this time. Deceased students are coded with an "L" which is not counted as a dropout. It’s the code to indicate they've left PA public education but have not dropped out. Its used to indicate transfer out of state, transfer to non pims private school or deceased. It removes the student entirely from the cohort.
Will the live attribution file exclude students with a 12th grade homeless status and PASA participants?
PASA Students are eliminated. Homeless students will no longer be excluded to bring graduation and assessment attribution further into line with eachother.
Why can you NOT search any student for their grade 9 entry date regardless if you submitted the student or not? You can search ANY student at PA Secure ID site. There is no difference between the two. There should be no difference between the two. You cannot submit a student without the grade 9 entry date assuming they are grade 9 or above.
FERPA rules prevent us from providing student level data. You can look up an individual student ID in PAS Secure ID if you know the students name. But you cannot see historical information unless you've reported the student in your submissions.
Is the data we submit to the the templates, not stored by PDE in the same format?
PDE collects the data and stores it in a vendor provided database. We are mandated by PA and Federal legislature to collect and report selected information. PDE utilizes a vendor provided system to do this and the Data Quality group has no under the hood access to make these determinations.
How do you code a kindergarten student who registered, but did not show at the beginning of the SY. The parent decided to keep home an additional year. Is it WD09 with a student code H? Will these show as dropouts for the SD?
Grad status H. Enrollment Code WD09. Students not reported in grade 7 or above are never considered in the grad cohort dropout reports. This also has no effect on SPP or Promotion Rate.
Which templates need to be uploaded for the PVAAS reporting?
Will the PIMS-PVAAS Timelines chart be available to us?
The PIMS-PVAAS dates for the remainder of the 16-17 SY are available on the Elementary-Secondary Data Collection Calendar 2016-2017 v4. They are also listed with RV dates in the "Are You Reeeeeady to Rosterrrrrr" power point presentation available on the DQN website under the Jan 18th meeting information. They are also posted on the PVAAS RV Google page along with all resources for RV: https://sites.google.com/a/iu13.org/pvaas-pl-resources/roster-verification-resources
Would you consider requesting from SAS the capability to export what is in PVAAS RV during roster verification? We tell our staff to keep the SIS updated even after the data has been initially submitted to PIMS in March. Then, right before RV opens, I am able to compare what we submitted in March to what is in the PVAAS system and let both Admin and Teachers know what items changed and what is in the SIS currently to update RV.
We have added this to our "wish list" of feature enchancements. However, ginve the RV system is "LIVE" across all LEAs in PA, this may not be possible with the artitechture of the system. However, keep your ideas coming!!! We share them all with SAS EVAAS. New features have come from LEAs!
How is the info on years of service that is collected on the staff template used (2 data fields)
Student, School enrollment, programs fact, staff and staff student subtest templates are utilized in PVAAS data submissions.
For the May 8 date, is the purpose to update new students that have enrolled from March 20 through May 8 or students that may have been missed so teachers can add them to their roster? Would a student need added to a roster if they came AFTER or even during PSSA testing?
Student, School enrollment, programs fact data should be uploaded to PIMS for these "gap enrollment" submissions. These submissions add the student to the back end of the PVAAS database so that that LEAs can add the students to their rosters.
A Penn Link was sent out about a webinar on 1/25 regarding Special Ed and PVAAS. What is this about?
Purpose of this webinar is to get a better understanding of how PVAAS can provide focus to your work in special education programs and services- USING the data for program and student level planning - for students with IEPs. This is not about any PIMS collections.
For the January 25th pull – are you doing All LEAS?
Yes data is pulled from all LEAs for the Jan 25th data pull from PIMS for PVAAS.
Long question for LEAs that have to report because they employ the instructor.
We would suggest finding other Ius that run similar programs as you. It is our understanding that for this program you are only required to submit student, student enrollment, programs fact and staff student subtest templates. You can then email the RA-DDQdatacollection@pa.gov account and we can set up a meeting to find out if there is any way to make this submission easier on your IU. However, for now, you must submit this data so that your teachers get allocated the instructional weight and instruction responsibility in the staff student subtest information provided to PVAAS. If your instructor is providing part of the instruction then your IU must submit. The location of the program is not relevant in this case.
How do we report a spec ed student that is served out of state for all/part of the year?
If the school district placed the student out of state school, then the school district will report the membership/attendance for child accounting. To identify this membership, use the Calendar Program Code "OOS" in School Calendar, field #8.
Our school districts like a preliminary Time and Attendance report in March. Are we able to upload during C6 and then go to COGNOS and download current year preliminary reports at any time?
You can not upload Child Accounting files (School Calendar, Student Calendar Fact) in Collection 6. The end-of-year collection for 2016-17 sy will open in June (C5). PIMS Sandbox is usually available 2 weeks prior. You may be able to run reports in your SIS that you can evaluate for accuracy.
with regard to Multiple Calendar Fact Records - you stated that the Special Education indicator usually causes 2 records on this report. Are you saying if a student is identified as Special Ed and now has an IEP, we should create another enrollment record reflecting that change in status?
For child accounting, the student would have two Student Calendar Fact records. One record with "N" and the other with "Y" in their Student Calendar Fact record, Special Education Indicator, field #15.
Can you recommend a process for accounting for students who routinely leave for extended vacations? They are absent for more than 10 consecutive school days, and do not enroll in another LEA during that time. We send assignments with them to complete. Does that mean they are still on our "Membership" even though they are not attending? What do other districts do in this situation in terms of accountability and enrollment?
First you want to follow your school district policies. Our typical response for child accounting: the family may take advantage of your "educational trip" policy. These days the student would be counted in membership with excused absences. Then withdraw the student because they are physically not in the school district to receive education. Put the student back on your rolls when they return.
If a child attends multiple school districts in a calendar year, isn't is possible that the child may have more days enrolled than the possible enrollment days for each of the individual districts? Will this permit an exception?
When multiple entities educate and report membership, it is possible a student will accumulate more than 1.000 ADM. If one entity were to report more membership days than days in session, the records would be flagged on the "Students with Multiple Calendar Fact Records" report in PIMS.
How should districts track attendance for homebound students?
Each LEA has an attendance policy. Students receiving Homebound should also follow this policy. A student who received at least 5 hours of instruction per week is counted in membership the full week. If the student receives 3 of the 5 hours, they would be marked excused or unexcused absent for two days, based on your policy.
Any student involved with CYS is considered foster care student." Does this include students who are still with their biological/custodial family but have a CYS case?
Students in the care of CYS who are removed from the home are considered in "foster care." Student could be placed in a 1305/foster home or in a 1306/residential facility.
Want to know if there can be a list of all entities that report to PIMS
School districts, intermediate units, career and technology centers, charter and cyber charter schools, private residential rehabilitative institutions, and approved private schools upload child accounting data in PIMS. If you are unsure, ask the educating entity.
Madeline we recently had a phone conversation about a 1305 non-resident student who was no longer under the auspice of Children and Youth. The foster parents were granted guardianship by the courts but the non-resident parents still maintained parental rights. Even though the the student was in our district he attended a full-time CTC. The student was later placed in a juvenile facility. So when we, the home district, received the 4605 from the juvenile facility we did not claim this student as ours because he was a non-resident student and his parents still had parental rights. This has caused a lot of consternation and many phone calls. Could you re-affirm your explanation on the way this student is to be reported.
According to PA School Code 13-1306, the parent's school district is responsible for the students education. The acknowledgement form (PDE-4605) should be sent to the resident school district. In most cases, if a 1302/affidavit student or a 1305/foster student is in a day program, the district where the student is living is responsible for their education.
We have a student that out on special ed referral and the referral ended on 2/3/2017 and then comes back to the district 2 weeks later should the entry enrollment date be the date they came back or should it be the day after the referral end from the other AUN
This student was not educated for two weeks--no LEA is reporting those membership days.
When a special education student continues their education until they are 21 and receives their diploma at the end of the school year in which they turn 21, are they considered aging out or a graduate?
Grad/Drop/Cohort Reports (PDE):
Graduate. PDE Will be eliminating the aged out enrollment/grad status codes for the next reporting year so the student will be coded as grad status G, Diploma Type 806, and Enrollment / Withdrawal Code WD04.
Student who show up on the Dropouts who Re-Enroll and Dropouts Reported Elsewhere need to be addressed/fixed. The PIMS Helpdesk has said to send the student template with an updated Grad Status in the previous school year but DO NOT change the enrollment template. On another day the PIMS Helpdesk has said to send the student template with the updated Grad Status but DO send an updated enrollment template. The one PIMS Report does tell you to send an enrollment template to fix the WD01 or WD09 code. I have done this both ways and the ONLY time it has removed students from the reports is to resend the enrollment template along with the student template. The latter is what makes logical sense to me. But what is the correct way? Also what is the correct way to address/fix those students who left AFTER the official October enrollment date then re-enrolled the following school year before the October date? Can this info be added somewhere in the PIMS manual or on the reports themselves?
Grad/Drop/Cohort Reports (PDE): Agreed. PDE will be issuing a new How To Guide, and fixing reports for consistency.
why did you mention we can still change data when they have already frozen the data and the windows have closed?
Grad/Drop/Cohort Reports (PDE):
There were a few special cases were some corrections were permitted after the fact. Only in cases where the PDE executive group mandated it and that was only for a special circumstance. For 16-17 SY reporting the plan is there will be earlier communication sent on cohort grad rate and no post freeze changes will be permitted.
Please repeat what statistics get reported on SPP
4 Year Cohort and current year dropout for the Grad Drop Collection.
"How do you get on JC's email list? "
JC doesn’t have an Email list. Grad Cohort communications are sent to emails listed on registered PIMS Admin accounts for all schools. Ensure PA.GOV domain is whitelisted and you have an accurate email address for your PIMS Admin accounts. See your PIMS Security Administrator for assistance.
In the DRC system, a cyber charter school attributed two students back to our school district. The students withdrew from our district. They enrolled in the cyber school. The cyber charter school billed us for these students all school year. At the beginning of the next school year, the students did not return to the cyber charter school. They were over 18 years old. The cyber charter school said they dropped out and it should be attributed back to our school. Is this correct?
Cyber Charter, Regular Charter, School Districts, and Full-Time Comprehensive CTCs are responsible for reporting dropouts, graduations and transfers. Transfers are only allowed in another school requests records for the student or if the parent states the student is leaving the United States and will be educated in a foreign country or territory. Charter Schools MUST NOT attribute dropouts to the district of residence for grad cohort reporting. All dropouts are the responsibility of the Charter School. The Charter School does need to notify the School District of the dropout for compulsory education.
To clarify, the cohort reports will have information for all LEA's?
Yes, but only Cyber Charter, Regular Charter, School Districts, and Full-Time Comprehensive CTCs receive grad rates on the SPP. So many of the reports show information that does not apply to an IU or a part-time Occupational CTC.
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