Collection 1 October Student Data Set

Welcome. Today we’ll be covering: Collection 1 – October
Student Data set. On the agenda for today is:
-The October Student templates -The Who, what, why, and when of data collection
-PIMS reports -What’s new for the 2017-18 school year
-Common errors -Data quality engine rules
-Frequently asked questions -Our contact information
For our newer PIMS administrators, I suggest viewing the entire webinar. For our more seasoned PIMS administrators,
you can skip over certain parts and pick up and review the parts you are interested in. First, we will cover our October Student Templates. The Student Template is a cumulative list
of all students in an LEA on a year-to-date basis. This template is required for all student
related templates. Without this template, any other template
that involves a student will not go into PIMS. This template is the foundation for your graduates,
drop outs, and cohort. It is very important that this information
is accurate so your information for graduates, drops, and cohort is accurate as well. The Student Snapshot Template is a subset
of the student template and its focus is on the enrollments, low income, CEP, and English
Learner (EL) data. Also included in the October student templates
is the School enrollment template. This template tracks student mobility. It is used by PDE to generate internal student
snapshots, and it provides a historical audit table. So, any time you add or withdraw a student
from this template, or if you delete a record that was added in error, there is a table
that will maintain that history. You can find all of the enrollment codes in
PIMS Manual volume 2 appendix E. Next, is the Programs Fact Template – This
tracks all of your program participation, so all of your reportable programs need to
be in your Programs Fact Template. You will find the list of reportable programs
in PIMS manual volume 2 appendix F. The who what why and when of data collection
Who reports? All LEA types are required to report. That includes school districts, intermediate
units, career and technical centers, charter schools, approved private schools, private
residential rehabilitation institutions, and state juvenile correctional institutions. This data is reported in the October student
data set. These are all the students educated by the
LEA for one or more classes on the first business day in October. This could be the first, second, or third. This also includes students taught by the
LEA’s teachers at an offsite location on the first business day in October. If your teacher is providing any class for
this student, they must be in your October student data set. The economic disadvantaged status code (field
88) is collected in these templates. This particular field is what indicates the
economically disadvantaged status of a student. It is the only field used for the official
low-income count for the Teacher Loan Forgiveness Program. That is just one of the reasons that it is
important to make sure this information is accurate in field 88. When determining the economic status of your
students, do not use Economic Status (Food Program Participant) (field 33) to determine
low income. There are several data sources that are available
to determine economically disadvantaged students – this can come from Temporary Assistance
for Needy Families cases, census poor, Medicaid, children living in institutions for the neglected
or delinquent, and children living in foster homes. If you are a non-CEP school, you may use the
most reliable information available at the time of determination, such as your free/reduced
price lunch eligibility. Community Eligibility Provision (CEP) schools
– All students in CEP schools are to be reported as food program eligible (field 131). You cannot use free or reduced price lunch
eligibility when determining students in a CEP school. Food program eligibility (field 131) – Again,
CEP schools are to report all students as program eligible regardless of their economic
status. Non-CEP schools are only to report students
as eligible if they are eligible to participate in the free or reduced price lunch program. Reporting Pre-Kindergarten students
From PIMS User Manual Volume 1 – Students to be Reported: Record all students enrolled
in the LEA’s Pre-Kindergarten program. Most of these students will be three or four
years of age. All students should be included, regardless
of funding source, including any students who are Head Start or PA Pre-K Counts students
as described below. If the school is a partner in the program
and funds pass from the grantee to the school, then the school reports enrollments. If the program is renting space in the school
facility but is not in partnership with the school, then the school does not report enrollment. Note: PA Pre-K Counts membership and attendance
should be excluded from the child accounting data in the student calendar fact template. Cyber Programs: The school in which the student
would attend if he/she was not in a cyber program will report that student. A nonresident student attending a cyber program
will be reported by the sending LEA. You do not report the students from another
LEA that are only there for the cyber program. Remember, the cyber program is not the same
as a cyber charter school. The cyber charter schools are recognized as
separate LEAs that assume accountability for their cyber students and report them in the
October student data set. Alternative Education for Disruptive Youth
(AEDY) program – Again, this is a program, so it’s an extension of the LEA. The LEA is responsible for reporting these
students regardless of program location. Report the student with the school location
code he or she would attend if not in an AEDY program. These students also need to be reported in
the Programs Fact Template as participating in the appropriate AEDY program. Alternative education students that are not
AEDY program – These are students that are in a PRRI, an APS, that are court/agency placed,
or educated in detention centers, residential treatment facilities, day treatment, or partial
hospitalization. The PRRI or APS reports the student with the
correct district of residence and location code of residence. If the facility is not reporting to PIMS,
then the sending LEA must report these students in location code 9999. Your special education students also need
to be reported in the templates. You will report the grade level indicated
in the IEP. This should not be based on the student’s
age or the number of years the student has been in school. It must come from the IEP. The grade 9 entry date will not change for
students who, after entering grade 9, become a PASA student due to illness or injury. Reporting Student Gender (field 15)
In accordance with non-regulatory guidance issued by the U.S. Department of Education,
Office for Civil Rights, regarding the rights of transgender students under Title IX of
the Education Amendments of 1972, a student or parent/guardian may request a change of
the student’s listed gender, first name or middle name on their records. If this request occurs, the LEA may report
the student’s preferred information using the following guidelines:
The change must first be made in PASecureID. The PIMS data (first name, gender, and date
of birth) must match what is reported in PASecureID. The student’s name and gender information
reported in prior school years will not be updated. The student’s PASecureID will not be changed. Why is this information reported? First, it’s mandated by state and federal
regulations. It’s also used for the school performance
profile, which assesses the school’s success. Remember, these reports are published. Another thing that’s important to remember
is the data you are submitting now – once it has been finalized in PIMS, there are no
appeals, and no changes. So, you want to make sure that your data is
accurate, so that your school performance profile is accurate as well. You can see the list of data that is used
for the SPP in the PIMS Manual Volume 1 at school performance profile. When is this data reported? Collection 1 window is open from October 2
to October 17 at noon for the 2017-18 school year. Once that collection window closes, there
will be a time for PDE review, which will occur from October 20 to November 1. You cannot submit data at this time, but we
do encourage you to run the reports, verify your data, and have your data ready with any
edits that are needed when the correction window opens on November 2. This window will remain open until noon on
November 15. During this time, you’ll want to make sure
you are running your ACS to verify that your data is accurate. The ACS is due November 15, but if you wait
until November 15 to run your ACS and realize you have some data that is wrong and needs
edited, you will only have until noon on November 15 to correct that data. If you run it early, you will still have time
to make your edits and submit a signed accurate ACS on November 15. Next we’re going to cover the PIMS reports
The first area you’ll want to look at is your PIMS validation reports. These reports should be run after each successful
submission of data to PIMS. These can be run immediately after you upload
your data. You do not have to wait for the refresh. You’ll want to go to your verification reports
and you’ll definitely want to run your student template details report, and your student
snapshot template details report. When you’re running your student snapshot
report, you want to make sure that you are selecting the snapshot date of, typically
October 1, but will be October 2 this year. You’ll also want to run your school enrollment
template details report. These reports are located in Cognos under
the public folders, the eScholar framework for cognos – verify, then validations reports,
and template verification. That’s the location and you will want to
run these every time you successfully upload your data to PIMS. Next is your PIMS production reports – These
can only be run after the system has refreshed, which occurs at 12pm and 5:30am. Once the refresh occurs, you’ll want to
run your enrollment reports. These are: home schooled students, LEA October
student verification – district level, LEA October student verification – school level,
and open schools with no enrollment reported. These reports are located in the public folders,
eScholar framework for Cognos – Production, and then enrollment reports. There are additional production reports that
you’ll want to run as well. These include: schools with staff but no students,
schools with students but no staff, schools with zero females or zero males, and students
at 0000 and 9999 locations. These reports are also located in the public
folders, eScholar framework for Cognos – Production, and then enrollment reports. Included in those reports is your ACS and
enrollment verification reports. You will want to run the duplicate students
reported – details – with other LEA — this will let you know if another LEA is also reporting
the student. You’ll want to run enrollment verification
report, and LEA profile and ACS with school performance profile. This is the ACS you will want to run, at the
very minimum, a week prior to close of the correction window, so that you have time to
make any adjustments or edits to your data before the collection closes. These reports are also located in the public
folders, eScholar framework for Cognos – Production, enrollment reports, then ACS and enrollment
verification reports. The next group of production reports you will
want to run is your school performance profile reports. This is the 4-year cohort graduation list
report with DRC attribution, your graduate and dropout ACS and LEA profile, and your
LEA Profile and ACS with School Performance Profile. Your Course/Instructor ACS is also located
here. You won’t need it for October, but this
is where the reports are located for other collections in the future that you will need
to run. These are located in the public folders, eScholar
framework for Cognos – Production, then school performance profile. Next is a reminder for the process of submitting
the ACS. LEA Profile and ACS with School Performance
Profile Email address: [email protected]
Email subject line: ACS_Oct_1718 (ACS_Collection_Collection Year)
ACS File Name: 123460302_ACS_Oct_1718_2017XXXX_XXXX.pdf (AUN_ACS_Collection_CollectionYear_Date_Time)
You will receive a confirmation that we have received the email. If it is determined that additional information
is needed, you will receive an email that we need a new ACS. Note: The email must contain this information
or it will be returned. The next area we are going to cover is what’s
new in 2017-2018. So, what’s new for 2017-18? There have been some Enrollment Code changes
for 2017-18. We have retired 3 codes:
WD05, which has been replaced with new codes WD11 and WD12. WD07 and WD08 – These referred to maximum
age, but in both situations the student is either considered a graduate or a drop out. Graduation status codes (field 65 in the Student
template) E and F have also been retired. We have added some new enrollment codes. When we retired WD05, we split it into WD11
and WD12 and added R11 and R12 as re-enrollment codes. WD11 refers to situations where the student
stayed within the same school/location code, but had a program, grade, residency change,
etc. The student must immediately reenroll with
R11 in the same school/location code. WD12 refers to situations where the student
changed school/location code within the same AUN, but had a program, grade, residency change,
etc. The student must immediately reenroll with
R12 in the same AUN, but a different school/location code. We have also added 2 enrollment codes for
CTCs. We added E05 so that CTCs can enroll students
who are in a part or full time CTC program that DOES NOT provide primary academics at
a CTC. The school district would have an E01 for
the student and attribution would go back to the school and district of residence. We added E06 so that CTCs can enroll students
who are in a part or full time CTC program that DOES provide primary academics at a CTC. The school district would likely not have
an enrollment record for the student and attribution would go to the CTC. Also new for 2017-18
There have been several changes around how we collect data for English Learners. Field 41 has been renamed to EL status. The valid values list has also changed to
include tracking of LIFE (Limited or interrupted formal education), as well as monitoring through
the 4th year. As mentioned, we will now be tracking data
around LIFE (Limited or interrupted formal education). The definition of LIFE is as follows:
Student is a 01-current EL, not LIFE or 06-current EL LIFE student,
AND Is enrolling after grade two,
AND Has a Literacy score of less than 3.5 on the
MODEL, or WIDA Screener, AND
Has at least two fewer years of age appropriate schooling than peers or has dis-enrolled from
U.S. schools to enroll in schools in other countries (including Puerto Rico) more than
two times in the past four years, AND
Has limited encoding/decoding skills in native language (as indicated by family interview
and/or native language measures and/or review of academic records)
With these changes, we have removed several program codes from the Programs fact template
and are now collecting these program types in field 45 of the student and student snapshot
template. Field 45 is called LIEP Program Type and the
valid values include: 21-Mixed Bilingual
22-EL Bilingual 23-EL Specific Transitional Instruction
24-Mixed Classes with Native Language Support 25-EL Specific English-only
26-Mixed Classes with English-only Support 27-Parental refusal-mixed classes with English-only
support 98-No official program-services provided by
another entity New for 2017-18
We have retired several additional codes from the programs fact template. These include:
005 Accountability Block Grant Tutoring – Reading 006 Accountability Block Grant Tutoring – Math
011 Other Tutoring Program – Reading 012 Other Tutoring Program – Math
021 Full Day Kindergarten 022 Pre-Kindergarten
025 Dual Enrollment 026 Eligible for Tutoring Program – Reading
027 Eligible for Tutoring Program – Math What else is new for 2017-18? Guardian Relationship (Field 23) has been
retired from the Student and Student Snapshot templates. Zip Code (Field 20) is changing from conditionally
required to required and the valid formats are either 5-digit zip code or 5+4 digit zip
code. New for 2017-18
To stop duplicating collection efforts of student level data that is no longer needed
for reporting, we have retired program codes 015-018 from the programs fact template, and
instead have added a new field in the Student and Student snapshot template called Program
Services code (field 96). This is a Yes/No for Title I Part A.
New for 2017-18 To meet ESSA requirements, we are required
to collect data regarding children of military. We created a new field called Military Family
Code (field 207). This is a Yes/No field that indicates whether
or not the student’s parent and/or guardian is currently an active duty member of a branch
of the armed forces (Army, Navy, Air Force, Marine Corp, Coast Guard) including full time
Reserve or National Guard duty. If this is true at any time during the school
year, this field should be set to “Y”, otherwise set to “N”
New for 2017-18 There have been some Assessment Participation
Code changes. Field 212 (Assessment Participation Code)
will now only be A – PASA, B – PSSA, and I – Not partcipating in any of these assessments;
we have retired NIMS, NOCTI, and the combination of the two. We have changed fields 214, 215, and 216 to
Yes/No. New for 2017-18
There is a new grade 9 entry date storing process beginning this year. Grade 9 Entry Date (field 97) is the school
year in which the student enters 9th grade for the first time. This date should never change, even if the
student is retained. This date is used to determine the student’s
graduation cohort and must be consistent in each year’s Student template. The first time the Grade 9 Entry Date is recorded
for a student it is stored in a permanent table and all future Student template uploads
must have a matching Grade 9 Entry date, regardless of LEA, or the Data Quality Engine will reject
the upload. If the date you are attempting to use is accurate,
and you have transcripts showing the student in eighth and ninth grade in subsequent years
confirming that the stored date is in error, you can request a data exception which, with
approval, will replace the stored Grade 9 Entry Date with the one you are uploading. Because of this mandatory stored data for
a student, it is critical that when you receive a transfer student you verify the existing
Grade 9 Entry Date for the student and match it in your Student Information System (SIS). It is also essential that you report the accurate
Grade 9 Entry Date for all students in your LEA the first time they enter 9th grade. A Grade 9 Entry Date by Student ID report
is available to see what, if any, date has been reported for a student in the Graduation
and Dropout Reports section of the PIMS Reports site. Let’s talk about common errors. Some of the errors that we see are in key
fields. In PIMS, templates have a code column. If the code in that column is K, this indicates
that it is a key field indicator. Data in PIMS cannot be overwritten if the
code is K. If you are looking in the PIMS manual and
trying to determine if you can edit your data without requesting an override or submitting
a PIMS data maintenance request form, if the K is there, you must submit one of those forms
to have it removed. Only PDE staff can delete key field data in
PIMS. You will need to wait until you receive confirmation
from PDE that the information has been deleted before you upload. If you attempt to upload your file before
the PDE staff have a chance to delete, you will generate duplicate records. For the school enrollment template, let’s
talk about the delete process – A delete record must be a duplicate of the incorrect record
in PIMS. The process to do this: Enter the entire incorrect
record exactly as previously submitted, then enter “DELETE” in comment (field 8) – all
capital letters, no spaces or punctuation. Upon submission, this will copy the erroneous
record to an audit table in PIMS, and delete the erroneous record from the school enrollment
table. It will always be in PIMS, but you will not
see it. They can be uploaded at the same time, as
long as the file has the DELETE record prior to the correct record – for example, line
5 can be the delete record and line 6 can be the correct record. Special Education Referral “Y” Process
– This is your special education students who were being educated at your LEA, then
some time throughout the year it was decided that these students should be referred to
another LEA. To accurately report these students and to
be able to upload this information into PIMS, you will need to submit the appropriate withdrawal
code in the school enrollment template. After you have done this, you then want to
change the code in your student template in the special education referral (field 167)
to “Y”. Upload that template, but do not submit a
school enrollment record. If you do, the DQE will catch it and generate
an error. School enrollment template – if you get
a data quality engine overlapping enrollment or withdrawal code error message, this means
that you have two records submitted with the same enrollment or withdrawal codes, but different
dates, or different codes with the same date. In order to correct this error, you must submit
a delete record for the incorrect record, and submit the correct enrollment or withdrawal
code. The delete record and correct record can be
submitted at the same time if the correct record is listed after the delete record in
the school enrollment template. School enrollment template – grade level
or school location code change process If you have a student who changes grade level
or school location within the LEA during the school year, then you will have to submit
the school enrollment template with the withdrawal code WD11 or WD12, then you will have to submit
the student template and the school enrollment template with the correct grade level or school
location code. You have to do the withdrawal code before
you can make the changes in the student and school enrollment templates. It will generate a DQE error and will prevent
you from uploading until you have the withdrawal code in PIMS. Data quality engine rules
The data quality engine rules validate the data in the file manager and the batch manager. It improves data quality prior to data entering
the PIMS warehouse, reduces data clean-up after data enters the PIMS warehouse, and
creates consistency between PIMS data collections. To view the DQE rules for each open collection,
click the button that says “View DQE rules” File manager: You can see the data quality
engine rules from the home page of the PIMS application. Beside the open collections, you will see
a button that says View DQE Rules. When you open this page, near the top of the
screen, it will say what rules are executed in file manager. The same applies to batch manager – if you
look in the same area, it will tell you which rules are applied in the batch manager. Frequently asked questions
Student and Student snapshot template Question: Which students should be included
when submitting the Student and Student Snapshot Templates? Answer: The Student Template should be submitted
for all students in the school on a year-to-date basis. This includes special education students referred
to another LEA. The Student Snapshot Template should include
only students being educated by the LEA (students being served either directly, in person, via
an LEA virtual instruction program, or placed in a program by the LEA) on the first business
day in October. Remember, this could be the first, second,
or third depending what day of the week the first falls on. Note: The end of year Student Template submission
is a cumulative submission for all students enrolled throughout the entire school year. Student and Student snapshot template
Question: How do I report the District Code of Enrollment (field 217) and the School enrollment
template? Answer: The District Code of Enrollment (field
217) should be the LEA that is providing the majority of the core academics for the student. All educating LEAs should report the school
enrollment template unless one of the school enrollment template exceptions exists. Student and Student snapshot template
Question: One of my educators teaches a course to students from several school districts
as part of a consortium. What do I report in District Code of Enrollment
(field 217)? Answer: You will report the student’s District
of Residence in the District Code of Enrollment (field 217). Student and Student snapshot template (see
slide) Question: My LEA provides space for an IU
run classroom for special education students in one of our schools. One of the students participates in courses
taught by our teachers at that school. How do I report the District Code of Enrollment
(field 217) for this student? Answer: If the IU is providing the majority
of the students core academics, report the IU in the District Code of Enrollment (field
217). School enrollment template
Question: How do I receive funding for special education students who are referred outside
of the LEA if I do not report the student in the School Enrollment Template? Answer: These are two separate templates that
are not dependent on one another, and that provide completely different data. The School Enrollment Template tracks the
mobility of a student through the enrollment and withdrawal codes that are in the template
submitted to PIMS. The Student Calendar Fact Template is for
reporting student membership. The template is generated from the enrollment
and withdrawal codes in the LEAs SIS, and is not included in the submission of this
template to PIMS. Contact information
Contact information For Technical assistance, contact PIMS Support
Services by phone at 1-800-661-2423, or by email at [email protected] For enrollment and low-income assistance,
contact the Office of Data Quality (ODQ) Data Collection Team by email at [email protected] For EL assistance, contact the Instructional
Quality division by email at [email protected] For more information on the October Student
Data set, please visit PDE’s website at

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