2013-14 Learning Assistance Program Student Data User Guide—May 2014

2013-14 Learning Assistance Program Student Data User Guide—May 2014 Page | 2

Table of Contents

Learning Assistance Program……………………………………………………………………………………….3

Learning Assistance Program Student Data Application………………………………………………...3

Enrollment Records…………………………………………………………………………………………3

User Roles……………………………………………………………………………………………………3

Business Rules for Pre-Population………………………………………………………………………………….4

School-Level Student Population…………………………………………………………………………..4

Enrollment Length…………………………………………………………………………………………..4

Accessing the LAP Student Data Application……………………………………………………………………...6

Home Tab……………………………………………………………………………………………………6

Certification Tab…………………………………………………………………………………………….7

Student List Tab…………………………………………………………………………………………….7

Report Locking and Certification…………………………………………………………………………………..8

Student-Level Locking……………………………………………………………………………………...8

School-Level Certification…………………………………………………………………………………..9

District-Level Monitoring…………………………………………………………………………………10

Reporting Procedures………………………………………………………………………………………………12

Student-Level Program Data……………………………………………………………………………...12

Amount of Academic Growth……………………………………………………………………………..13

Student-Level Assessment Data…………………………………………………………………………...13

Examples…………………………………………………………………………………………………………….14

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Learning Assistance Program

In accordance with RCW 28A.165.100, there are three significant changes to the Learning Assistance Program

(LAP) data collection requirements. First, by August 1, 2014 and every August 1st thereafter, districts are required

to report to OSPI the amount of academic growth gained by students participating in LAP. Second, beginning with

the 2014-15 school year, districts are required to report the annual entrance and exit performance data for each

student participating in LAP. Lastly, school buildings are required to specify the implemented practices, activities,

and programs supported by LAP funding.

Learning Assistance Program Student Data Application

The Learning Assistance Program Student Data application is intended for use in reporting to OSPI the amount of

academic growth gained by students participating in LAP for the 2013-14 school year. The application will be

updated for the 2014-15 school year to allow school districts to report the annual entrance and exit performance

data for each student participating in LAP. Additionally, data regarding the specific practices, activities, and

programs that have been implemented using LAP funding are to be reported with the End of Year Report through

iGrants via the EDS Portal.

Enrollment Records

Sections of the LAP Student Data are being pre-populated from the Comprehensive Education Data and Research

System (CEDARS). Details regarding which data is being pre-populated are described on page 4 of this user guide.

All updates to student enrollment, student enrollment in specific LAP programs, and program start and end dates

must occur through resubmission of data to CEDARS.

The nightly reload of the data from CEDARS will cease when either:

The school or district certifies that the data is accurate and complete.

At the close of business on July 31, 2014 when all districts’ data will be locked and no further updates can be

made.

User Roles

LAP User

o Applied at District

User will have access to all schools in the district

o Applied at School

User will have access at only school(s) role is assigned at

The deadline for submitting this data is July 31, 2014.

If you require assistance accessing or using EDS, please contact OSPI Customer Support at

customersupport@k12.wa.us or by calling (360) 725-6371 or (800) 725-4311. For questions regarding the content

of this user guide, please contact Jordyn Green at (360) 725-6317 or email jordyn.green@k12.wa.us. The agency

TTY phone number is (360) 664-3631.

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Business Rules for Pre-Population

Records will be pulled dynamically from CEDARS each time an administrator (school or district) accesses the LAP

Student Data application. The records will be comprised of student-level data elements that will be pre-populated

from CEDARS. These records include:

SSID

District Student ID

Student Last Name

Student First Name

Student Middle Name

Grade Level

LAP Program Description

Program Start Date

Program End Date

The business rules used to extract this data from CEDARS are as follows:

Students identified with:

o A 2013-14 district and school enrollment record (regardless of primary flag) AND

o A grade level of K1/K2 through 12 AND

o A program record for the following:

4 – LAP Reading

5 – LAP Language Arts

6 – LAP Math

7 – LAP Readiness

Each record represents a period of time that a student was served in a LAP program within a school. A student will

have a record for each program code reported and for each enrollment segment. This may result in multiple

enrollment records for a student.

When investigating and correcting data in CEDARS, please be aware that student records are created from a

combination of school enrollment records and LAP program records. See Figure 1 on page 5 for details.

School-Level Student Population

The base population is a school-level list. The student population for each school is selected by:

All students enrolled in the school at any time during the reporting year (regardless of primary flag) that

also have a LAP enrollment record.

Enrollment Length

The length of time that a student is enrolled in LAP is generated from a combination of the student’s school

enrollment records and LAP program records. If the program start and end dates fall outside of a student’s

enrollment in the school, the student’s program enrollment record will default to the school enrollment to account

for the discrepancy. The student’s program enrollment will be contained within the student’s school enrollment.

Two examples are provided below.

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Figure 1.

Enrollment Records

Student 1:

School Enrollment | |

vs. | | | | | |

Program Enrollment | | | | | |

Student 2:

School Enrollment | | | | | |

vs. | | | | | |

Program Enrollment |

*The red brackets above represent the enrollment records that will be provided for the student in the pre-populated

portion of LAP Student Data.

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Accessing the LAP Student Data Application

The application defaults to the 2013-14 school year.

Home Tab

The CEDARS District Administrators’ names, email addresses, and phone numbers will be displayed on the Home

Tab. This will be based on who has the CEDARS District Administrator role assigned for each district.

From the Home Tab, school-level users will have the option to access the:

Student List Tab:

o Complete data for individual student enrollment records

o Lock individual student records

o Certify the accuracy of all data that has been reviewed and completed for their school

School-Level Home Page

From the Home Tab, district-level users will have the option to access the:

Certification Tab:

o Check the reporting status of the schools within their district

Student List Tab:

o Complete data for individual student enrollment records

o Lock individual student records

o Certify the accuracy of all data that has been reviewed and completed for their school(s)

District-Level Home Page

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Certification Tab

From the Certification Tab, district-level users can review the reporting status of each school in their district. The

user has the option to display all schools within their district, to display all complete (i.e., certified) schools within

their district, and to display all incomplete schools within their district.

NOTE: School-level users will not have a Certification Tab in the top menu bar.

Student List Tab

The Student List Tab allows district-level users and school-level users to provide the data for individual student

enrollment records, lock individual student records, and certify the accuracy of all of the data that has been

provided.

For additional information on the data requirements, please see the reporting procedures on page 11 of this

document.

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Report Locking and Certification

CEDARS will update the data in the report each evening until the report is locked or until the application closes on

July 31, 2014.

There are two levels of report locking: student-level locking and school-level certification. Additionally, a district

level administrator may monitor the progress of the schools within their district and edit student information when

necessary.

Student-Level Locking

The student-level lock allows school-level administrators to save individual student information as the report is

being completed. This ensures that the individual student information that is provided by school-level

administrators is not lost or removed each evening when CEDARS is refreshed. School-level administrators will

not have the ability to lock individual student records unless the required information (i.e., amount of academic

growth) is provided. When a student record is locked, the record will become red and is entered into the database.

It will no longer be updated each evening. All student records (locked or not) will be available for viewing by

school-level and district-level administrators.

Snap Shot Prior to Locking

Snap Shot After Locking

The school-level administrator also has the ability to unlock an individual student record. However, when a student

record is unlocked, the information previously provided will be deleted from storage. Additionally, if a student

record is unlocked and there is no longer a live record of the student in CEDARS, the record will be deleted when

the screen is refreshed.

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For example, on Monday a school-level administrator updates and locks a student’s information in LAP Student

Data. The following day the student’s information is modified in CEDARS to show that they have exited the

program and the new record demonstrates that the student is no longer enrolled in LAP. On Thursday, the school-

level administrator realizes that an error was made while entering the student’s information, so they unlock the

record to correct the error. Due to the fact that the student no longer has a live record in CEDARS, the student’s

record in LAP Student Data will be deleted.

If an individual student’s record is locked on LAP Student Data, but the data that created the locked record changes

in CEDARS, an additional record for the student will appear in LAP Student Data with the updated information.

This means that there will appear to be two student records: the original locked record and a new CEDARS record.

The school-level administrator will need to update and lock the new record and unlock the old record, which will be

deleted from LAP Student Data when the screen is refreshed (see above).

IMPORTANT

LOCK EACH STUDENT RECORD AFTER ENTERING THE APPROPRIATE INFORMATION.

RECORDS THAT ARE NOT LOCKED WILL BE UPDATED NIGHTLY AND THE INFORMATION

WILL BE LOST.

School-Level Certification

School-level administrators will be permitted to certify LAP Student Data when all the required student records

have been completed. In order to certify a school, all student records need to be locked.

The “Certify” button will only become available once the user clicks the checkbox to the left of the statement.

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After the user presses the certify button, an additional warning message will appear. Press “OK” to finish the

certification process.

Once the administrator has certified the data, CEDARS will no longer refresh the data for that school. Additionally,

no additional changes can be made unless the application is unlocked for the school by the district-level LAP User

or OSPI.

District-Level Monitoring

District-Level LAP Users have the ability to monitor schools’ progress and make edits to the school lists.

Additionally, district-level LAP Users have the ability to unlock the application for schools within their district.

When necessary, the district user will click on the check box that is visible next to completed schools.

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After the user clicks on the check box, a warning message will appear. Click on the “OK” button and the school

will be unlocked.

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Reporting Procedures

There are three data components of the LAP Student Data application:

Student-level program data

Amount of academic growth

Student-level assessment data

Student-Level Program Data

This information is pre-populated into the Learning Assistance Program Student Data application from district

information submitted to OSPI via CEDARS. See page 4 for the business rules associated with the student-level

data elements that will be pre-populated from CEDARS.

The pre-populated list of students must be accurate in order to fill in the academic growth and assessment

information. If the list of students is incorrect, it is necessary to resubmit the appropriate CEDARS data with the

correct LAP student participation information. In order to do this, contact your CEDARS Administrator. This

information will be available on the Home Tab.

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Amount of Academic Growth

RCW 28A.165.100 specifies that districts are required to provide student-level

information on “the amount of academic growth gained by students

participating in the Learning Assistance Program.” In order to standardize the

various ways in which growth can be expressed, this data is gathered in terms of

months in a school year (i.e., 10 months of growth is considered a full school

year of growth). Since the 2013-14 school year is the first year that this

information is required, we are collecting the minimum amount of information

to meet the requirements of the RCW. Additional data will be required

beginning in the 2014-15 school year.

School district staff will enter this value using a drop down menu comprised of

values ranging from “0 months” to “More than 10 months.”

Examples of how to standardize measures of growth are provided on page 13 of this document.

Student-Level Assessment Data

Student-level assessment data is used to justify enrollment in LAP. This information is optional but strongly

encouraged as this data will be required for the 2014-15 school year. The data and range of possible responses will

help guide OSPI in developing the requirements for the 2014-15 school year.

Measure: School district staff will enter the measure using a drop

down menu. There is an “other” option if the measure that was used

is not available on the list. Additionally, school district staff have

the option to respond with “teacher made test” or “teacher

observation.”

Starting Score: This is the assessment score that made the child

eligible for LAP.

Grade Level of Starting Score: This can refer to either the grade

level that the student was in when they took the initial assessment or

the grade level of that the assessment was developed for.

Date of Starting Score

End Score: This is the assessment score that demonstrated that the

child was no longer eligible for LAP services or the student’s assessment score at the end of the school

year.

Grade Level of End Score: This can refer to either the grade level that the student was in when they took

the final assessment or the grade level that the assessment was developed for.

Date of End Score

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Examples

Expanded example:

Currently, we do not have a definition of academic growth, so we are relying on schools/districts to use their

expertise, data, and observations to make a judgment about the amount of growth a student has experienced.

When you are developing these conversions, please reference your school or districts LAP eligibility requirements

and utilize the exit criteria. Also, please work to remain consistent within each measure.

Here are a few questions that you may want to ask yourselves as you attempt to make the conversions for the

various measures that you may use.

((Keep in mind that this may be different across grades.))

First—determine the measures that are used within your school/district. Then for each measure, attempt to create a

consistent conversion system.

It is essential that you first identify where your LAP students are at. You should have policies in place that identify

1st when a student is eligible for LAP and when they are eligible to exit LAP. Then determine the range of scores

that LAP student achieve on the measure(s). Once you have an idea of the range of scores and the average test

score, hopefully you will be able to determine a point that is 1 year behind.

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LAP Exit Eligibility Score – 1 Year Behind Score = Range of Possible Score for 1 year

Range of Possible Score for 1 year / 10 months in a year = conversion

180 – 160 = 20

20 / 10 = 2

So for every 2 point increase in assessment score, the child is growing 1 month.

In the webinar, I believe someone suggested that MAP claimed that 5 points corresponds to one year of growth.

5 / 10 = .5

Half a point increase corresponds to one month of growth.

2013-14 Learning Assistance Program Student Data User Guide—May 2014 Page | 16

Johnny

1. Johnny received a score of 84 on the DIBELS 6th Edition assessment at the end of 5

th grade. This score

qualified Johnny for LAP services at the start of his 6th grade year since he was in the “at risk” category.

2. At the end of 6th grade, Johnny received a score of 90, which means he is still at risk and in need of additional

LAP services.

3. According to the district’s policy to exit LAP (your school or district’s policy may be different), Johnny needs

to receive a score of 103 or above (i.e., some risk).

4. Johnny’s teacher estimates that his growth is less than his counterparts and corresponds to about 8 months.

Sarah

1. Sarah received a score of 38 on her Reading Benchmark Assessment at the end of 1st grade. This score

qualified Sarah for LAP services at the start of her 2nd

grade year.

2. At the end of 2nd

grade, Sarah received a score of 75, which meant she was no longer eligible for LAP services.

3. Sarah’s score on her performance indicates that she no longer qualified for LAP services and she has shown

more than 10 months of academic growth.

Caitlin

Caitlin does not have specific assessment data, but the teacher’s classroom work with the student indicated that at

the start of third grade, that Caitlin knew only about 70% of what would be expected. By the end of her third grade

year, she had grown equivalent to a year of school, but was still behind. Caitlin has demonstrated 10 months of

academic growth.

Mark

1. Mark took the Star reading assessment at the end of 4th grade. He received a grade equivalent score of 2.1,

meaning that Mark was 2 years behind and eligible for LAP services.

2. At the end of 5th grade, Mark received a grade equivalent score of 4.4. This means that Mark demonstrated over

2.3 years of academic growth, but is still behind and eligible for LAP services.

Student

Amount

of

Growth

in

Months

Measure Starting

Score

Grade

Level of

Starting

Score

Date of

Starting

Score

End

Score

Grade

Level

of End

Score

Date of End

Score

Johnny 8 DIBELS 84 5 5/23/2013 90 6 6/01/2014

Sarah 10+ RBA 38 1 5/15/2013 75 2 5/23/2014

Caitlin 10 Teacher

observation

70% 2 9/7/2013 100% 3 6/15/2014

Mark 10+ Star 2.1 4 5/12/2013 4.4 5 5/15/2014

Note: In some circumstances, the information does not apply or is not available, which means that the field can be

left blank.