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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
2013-14 Learning Assistance Program Student Data User Guide—May 2014 Page | 3
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
[email protected] 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 [email protected]. The agency
TTY phone number is (360) 664-3631.
2013-14 Learning Assistance Program Student Data User Guide—May 2014 Page | 4
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.
2013-14 Learning Assistance Program Student Data User Guide—May 2014 Page | 9
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.
2013-14 Learning Assistance Program Student Data User Guide—May 2014 Page | 11
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.
2013-14 Learning Assistance Program Student Data User Guide—May 2014 Page | 13
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
2013-14 Learning Assistance Program Student Data User Guide—May 2014 Page | 14
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.
2013-14 Learning Assistance Program Student Data User Guide—May 2014 Page | 15
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.