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Gifted Data ItemsMichelle Neubauer, May 6 and 7, 2019

Introduction

Data Administration Manager supporting

the Office for Exceptional Children’s Gifted

Program.

Supervisor: Brian Clark - Office of Data

Quality and Governance.

Discussion Agenda

• General Issues

– Updated/Improved: Continuing from last year

– New for this year

• Frequently asked EMIS reporting questions

–Gifted Student Data

–Acceleration

–Gifted Indicator Items

• Reporting Gifted Expenditures

General Issues

End-of-Year Student Data Collection Period

closes Wednesday, July 17th

–Opened 5/3/2019 for public districts and

most LEAs

–Opened 1/4/2019 for community schools

General Issues

• General Issues Reports anticipated to run

Mondays, beginning May 13th through the end of

the collection period

• Recommend checking the Data Collector regularly

on Tuesdays through July 16th

• Data will be final on Thursday, July 18th, pending

appeals.

Prior Year General IssuesGifted General Issues checks from the prior school

year, which will remain:

Gen Issues: Data CollectorThe following appears when filtering for “Gen

Issues” from your Level 2 Reports:

Gen Issues: Prior Report

When choosing the first Gifted Gen Issues report,

(GNIS-351), The following appeared LAST YEAR:

Gen Issues: Prior Report

Challenges with Previous Reports:

• Percent Change:

–Upon what is it based?

–In what direction is the change?

–“Check Description” not the most descriptive

• Error Severity Code of “I” (for “Information Only”):

–Perhaps not the most informative

Gen Issues: Updated Report

Updated version will look something like this:

Gen Issues: Updated Report

• Numerator and denominator reflected for both

current and prior school years

• Percents for both school years reflected

• Percent Change reflected as positive or negative,

based on direction of change

• More descriptive Check Description

• Hopeful result: Reduction in ambiguity ☺

Gen Issues: Helpful Actions

Provide lists of students reported (numerator) for

both years to Gifted Coordinator (or appropriate

individual) for comparison purposes:

• For prior school year – from the last GG record

submission for school year (data is final)

• For current school year – from the most recent GG

record submission (to which corrections can be

made up through close of business July 17th)

• Gifted Coordinator (or appropriate individual) to

inform you of any necessary changes to the data

Gen Issues: Keep in Mind

• ODE does not expect a response from the LEA for

Gen Issues Reports IS0350 through IS0357.

–Intent is to shed light on potential errors due to

what appears to be a significant change from

one year to the next.

• EMIS Coordinator to communicate with Gifted

Coordinator (or appropriate individual) responsible

for providing the Gifted data.

–EMIS Coordinator can only report that which is

provided

New Check for Gifted Service:

Supporting documentation for Gifted Service is to

accompany the Gifted Service Indicator on the GG

Record

• Applies to students marked as having received

Gifted Service

• One of two items must accompany this indication

New Check for Gifted Service:

Either:

A Gifted Program Code (GQ070), in the 205XXX or

206XXX series, on the Student Program Record

(GQ)

OR

A Student Population Code (CN340) of “GE” or

“GA” on the Course Master Record (CN) that

matches up with the Student Course Record (GN)

New Check for Gifted Service

• For program codes beginning with “205”: Gifted

Education Services NOT provided by a Gifted

Intervention Specialist:

–Not necessary to enter the Employee ID of the

instructor


• For program codes beginning with “206”: Gifted

Education Services Provided by a Gifted

Intervention Specialist:

–The Employee ID (GQ070) must be entered,

otherwise EMIS will not accept the submission


If the Student Population Code applies:

• The Local Classroom Code (CN060) must be

entered onto the Course Master Record (CN)


Most of the first few columns should be familiar:

New Check for Gifted ServiceThree new columns provide student-level specificity:

New Check for Gifted ServiceContact information remains the same ☺ :

Check Description provides actionable information:

Reporting Gifted Student Data

• Reported on the Student Gifted Education

Record (GG)

• Discussed in Section 2.10 in the EMIS

Manual


Must a GG record be reported for all students?

• Yes – The resident/educating school district and/or

community school reports the GG Record for each

student enrolled in grades kindergarten through

twelve.


Exceptions include:

• Students who are attending/placed at another

entity 100% of the time (e.g., court-placement,

open-enrollment, direct pay tuition, etc.). That

entity would report the Student GG Record for

those students.

• JVSDs do not report the GG Record. (This is the

responsibility of the Home District and Home High

School.)


Scenario #1: Student accidentally reported

identified as gifted in Math instead of Science for a

prior school year.

• Nothing can be done for prior school year, as the

data are final

• For the current school year (while the reporting

period is open), on the GG record:

–Remove the Date of Identification for Math

–Enter the Date of Identification for Science


Scenario #2: Student is enrolled in a Gifted

Program, and the EMIS Coordinator is provided

with the Gifted Coordinator’s description of the

program. However, the EMIS Coordinator is unsure

of which EMIS Program Code to use.

• EMIS Gifted Program Codes are found in Student

Program Record (GQ), Section 2.9 of the EMIS

Manual Version 9.0, pages 12-14.


• Supply the Gifted Coordinator with the list of Gifted

Program Codes and ask that he or she select the

appropriate code.

• If the Gifted Coordinator has difficulty determining

the appropriate code, then direct him or her to

seek guidance from ODE’s Gifted Team by

sending an e-mail to the Gifted e-mailbox.


Scenario #3: A group of students were served in a

program where the gifted education services were

intended to be delivered by a Gifted Intervention

Specialist (GIS). As such, a Program Code

beginning with “206” was used. However, as it

turned out, the intended GIS lacked the appropriate

credentials as the necessary professional

development requirements were not met.


• While the reporting window is open, update the

Student Program Record (GQ) to reflect the

appropriate Program Code beginning with “205”

instead of “206”.

–If you do not know which code to use, then ask

the Gifted Coordinator.

–If the Gifted Coordinator does not know which

code to use, then ask that he or she inquire of

ODE’s Gifted Team via the Gifted e-mailbox.


Scenario #4: The following inquiry was received via

the EMIS Helpdesk:

A gifted coordinator has shown me that the ACT

and SAT are on the approved list of assessments.

So should all juniors be marked as being screened

for gifted? If so, in which gifted areas?


Scenario #4: According to ODE’s Gifted Team:

• Juniors who take the SAT are automatically

considered screened for gifted in the subjects of

Math and Reading/Writing

• Juniors who take the ACT are automatically

considered screened for gifted in the subjects of

Math, Reading/Writing, and Science

In EMIS, mark the applicable students as screened

for gifted for the applicable subjects.

Reporting Acceleration Data

• Reported on the Student Acceleration

Record (FB)

• Discussed in Section 2.7 in the EMIS

Manual


Must an Acceleration FB record be reported for all

students?

• No – It is reported only for students who have a

referral from the district’s Acceleration Evaluation

Committee and were placed on a Written

Acceleration Plan (WAP).

• The record is to be reported for students who are

accelerated (whole-grade or subject) in any grade

level, kindergarten through high school.

Reporting Acceleration DataScenario #1: Decision is made to formally

accelerate a student by one year in the following

subjects:

• Math

• Science

Student remains accelerated by one year in these

subjects for subsequent school years. How do I

report acceleration on the FB record for the decision

year, and for subsequent years?

Scenario #1: Acceleration in Math by one grade

level:


FB Record Field

For Decision School Year

For School Year of Initial Acceleration

For Subsequent School Years where Student Remains Accelerated at the Same Level

Subject Area Code (FB060)

No Acceleration Record

Required: “M” for Math

Accelerated Level Count (FB070)

1 0

Accelerated Assessment Flag (FB080)

Report “Y” if state assessment in Math is taken at the accelerated grade level. Otherwise, report “N”.

Scenario #1: Acceleration in Science by one grade

level:


FB Record Field






Required: “S” for Science


1 0


Report “Y” if and only if a state assessment in Science is taken at the accelerated grade level. Otherwise, report “N”.


Scenario #2: When the decision is made for a

student in the third grade to skip one grade level

and begin fifth grade in the following school year.

The student remains at the same acceleration level

for the next year and all following school years.

In this scenario, how do I report acceleration on the

FB record for the decision year, and for the

following years?


FB Record Field

Subjects for which Separate FB Records are Created





Social Studies (C), Math (M), Reading (R), Science (S), and Writing (W)


Required: Report the appropriate Subject Area Code for the subject corresponding to the record created


1 0


Report “Y” if and only if a state assessment in the applicable subject is taken at the accelerated grade level. Otherwise, report “N”.

Scenario #2: Whole Grade Acceleration by one

grade level:

Reporting Accelerated Data

Scenario #3: A student had been formally

accelerated in Math, however by mistake, there was

not an FB record reported during the student’s first

year of acceleration.

• You are hoping to correct the problem from the

very beginning

• You are concerned because you are not able to

update the FB record


FB Record Field



For First School Year for which an FB Record is Reported


Subject Area Code (FB060) No

Acceleration Record –which is appropriate

N/A – No Acceleration Record reported (a mistake –unable to be corrected)

Required: “M” for Math


1 0


Report “Y” if state assessment in Math is taken at the accelerated grade level. Otherwise, report “N”.

Scenario #3: Data for the prior year cannot be

updated. Moving forward, however:


Concerning Assessment Reporting for Accelerated

Students, consult the following resources:

• EMIS Manual, Section 2.8: Student Assessment

(FA) Record

• Ohio’s State Tests Rules Book – URL:

http://education.ohio.gov/Topics/Testing/Testing-

Forms-Rules-and-Committees/Ohio’s-State-Tests-

Rules-Book

http://education.ohio.gov/Topics/Testing/Testing-Forms-Rules-and-Committees/Ohio’s-State-Tests-Rules-Book


• At the page:

–Click on the link entitled “Rules Book”

–In Table of Contents find the “Acceleration Policy

and Rules” section, which contains a piece on

“EMIS Reporting Guidance”

• For questions not answered regarding

assessment reporting for Accelerated students,

please contact ODE’s Office of Accountability

Gifted Indicator Items

Scenario #1: A gifted coordinator comes to you,

expressing concern that the number of students

who are “counting” for the Report Card as Identified

as Gifted is less than the number that the district

had identified and asked you to report for the school

year. You are asked to look into this. What do you

do?


Scenario #1: Confident that you reported all

students who were identified as gifted for the school

year, check the most recent submission of your GG

record:

• Compare the list of students submitted with the list

of students you were asked to report.

–If the two lists don’t match, then fix any known

discrepancies

–If the two lists match, then check the

Identification Dates of those students listed


Scenario #1: The Identification Date on the GG

Record is important:

• For Gifted Identification to count for the school

year, the Identification Date must be 03/2019 or

earlier for the 2018/2019 School Year.


Scenario #1: For those students whose GG

Records show Identification dates of 4/2019 or

later, let your gifted coordinator know what’s going

on.

• If the date is incorrect, you may fix it prior to the

reporting period closing.

• If the date is correctly entered, then the student

appropriately does not count as Identified for the

school year.


Scenario #2: (Related to Scenario 1)

A gifted coordinator comes to you, expressing

concern that the number of students who are

“counting” for the Report Card as having received

Gifted Services is less than the number for which

the district had provided Gifted Services, and had

asked you to report for the school year. You are

asked to look into this. What do you do?

Gifted Indicator ItemsScenario #2: Confident that you accounted for all

students who were reported as having received

gifted services for the school year, check the most

recent submission of your GG record:

• Compare the list of students submitted with the list

of students you were asked to report.

–If the two lists don’t match, then fix any known

discrepancies.

–If the two lists do match, then check the

Identification Dates of those students listed


Scenario #2: Recall from Scenario #1 that for Gifted

Identification to count for the school year, the

Identification Date must be 03/2019 or earlier for the

2018/2019 School Year.

• In order for Gifted Service to count, Gifted

Identification needs to count.

• For students Identified 4/2019 or later, neither their

identification nor their service will count for the

Report Card for the 2018/2019 school year.

Gifted Indicator ItemsScenario #3: Your gifted coordinator comes to you

and expresses concern that the Gifted Performance

Index is being reflected lower than what is

expected. As such, you have been asked to look

into which gifted students, who tested at the High

School grade level for Geometry, counted as

“Advanced Plus” for the Gifted Performance Index.

And it’s already been established that there was no

EMIS reporting error on your part.


Scenario #3: To find out which gifted students’

Geometry tests counted as “Advanced Plus”, you

will need to go into the Secure Data Center (SDC),

and drill down to the SSID level.

• You will want to make sure that you have Student

Level Access to the SDC.

• If you do not, please request this access from your

district’s OEDS Administrator.


1.) Click on the “Reports for Analysis” button:


2.) Click on the “Test Results” button:


3.) Choose “District Test Proficiency Levels –

Customizable”:


4.) Choose the District and the School Year: (For

privacy purposes, the 6-digit District IRN and Name

have been redacted.)


5.) Click on the “Run Report” button found at the

lower left of the display. A display along the lines of

the following will be returned:


6.) Click on the arrow at the top right of the previous

display (highlighted) to see the remaining portion:


7.) Now for the fun part. 😊 You will first need to

narrow down the scope of this report, and we will

start with Assessment Grade Level. First, in the

Assessment Grade Level area, click on the double-

square icon:


8.) From the display that is returned, choose “High

School” from the Assessment Grade Level drop-

down menu. The “Page-By” feature is very

important – as it will be used multiple times for

purposes of drilling down/filtering:


9.) From the display that is returned, in the

Assessment Subject area, click on the double-

square icon:


10.) From the display that is returned, choose

“Geometry” from the Assessment Subject drop-

down menu:

Gifted Indicator Items11.) From the display that is returned, right-click on

the LEA Name or IRN, click on “Drill”, and then click

on “Conform Student Identifier”:

Gifted Indicator Items12.) From the display that is returned (for which the

student level data is not being shown as SSIDs are

included), in the Proficiency Level area, click on the

double-square icon:


13.) From the display that is returned (again, for

which the student level data is not being shown as

SSIDs are included), choose “Advanced” from the

Proficiency Level drop-down menu:

Gifted Indicator Items14.) From the display that is returned, right-click on

the LEA Name or IRN, click on “Drill”, and then click

on “More Options”:

Gifted Indicator Items15.) From the display that is returned, choose

“Assessment Results” from the left-most drop-down

menu (careful – it’s tricky!):

Gifted Indicator Items16.) From the display that is returned, choose “State

Proficiency Level” from the drop-down menu, then

click the “Apply” button:


17.) The following display is returned, showing

students whose tests counted for “Advanced Plus”:


This last display provided the list of students, who

tested in Geometry at the High School level, whose

scores counted as “Advanced Plus”.

• All included on this list counted for the regular

Performance Index (PI)

• More work is necessary to find out which students’

tests counted for the Gifted PI…

• To count in the Gifted PI, the student must be

identified as gifted in either Math or Superior

Cognitive Abilities.


18.) From the display that was returned, right-click

on the LEA name or IRN, click on Drill, and then

click on “Gifted ID Math Flag”:


The following display is returned, which separates

those identified as gifted in Math from those not so

identified:


From the display we saw that two were identified as

gifted in Math.

• To pick up those who may not have been identified

as gifted in Math, yet were identified as gifted in

Superior Cognitive Abilities, more filtering is

necessary.


19.) From the display shown, in the “Gifted ID Math

Flag” area, click on the double-square:


20.) From the display that’s returned, make sure

that from the drop-down menu for “Gifted ID Math

Flag”, the “N” is selected:


21.) From the display that was returned, right-click

on the LEA name or IRN, click on Drill, and then

click on “Gifted ID Super Cognitive Flag”:


22.) The following is displayed, showing that of the

two students not identified as gifted in Math whose

Geometry tests counted as “Advanced Plus”, one of

these students has been identified as gifted in

Superior Cognitive Abilities, as shown below:


Scenario #3 Conclusion: There were three students

whose Geometry tests counted as “Advanced Plus”

for the Gifted Performance Index.

• Two students were identified as gifted in Math.

• One additional student was identified as gifted in

Superior Cognitive Abilities.

• This example can be used to apply to other

subjects and proficiency levels when the question

arises.


Gifted Value-Added:

• Link to information regarding the Value-Added

calculation:

http://education.ohio.gov/Topics/Data/Report-

Card-Resources/Report-Card-Data-Forms-and-

Information/Value-Added-Technical-Reports

• For questions about the Gifted Value-Added

component of the Gifted Indicator, please contact

the Office of Accountability.

http://education.ohio.gov/Topics/Data/Report-Card-Resources/Report-Card-Data-Forms-and-Information/Value-Added-Technical-Reports

Reporting Gifted Expenditures

Gifted Expenditures Report:

• Run after the Financial (and Supplemental)

FY19 Collection closes

• Posted on line by October 30th each year


What this presentation IS NOT:

• The “ins” and “outs” of expenditures reporting in

EMIS, Gifted or otherwise

What this presentation IS:

• An expression of the importance of the use of the

appropriate Function Codes in EMIS, so that the

appropriate Gifted Expenditures are reflected on

the report


Expenditures (including those for Gifted) are

captured in EMIS on the Expenditure (QC) Record.

• QC Record is covered in Section 6.3 of the EMIS

Manual

• Function Codes for Gifted Expenditures are not

spelled out


Function (QC130): Four-digit code which classifies

expenditures for comparisons of data.

In order for an expenditure to be represented in the

Gifted Expenditures Report, one of the five following

Function Codes must be entered in the (QC130)

field:


• 1210 - Special Instruction and Services for

Academically Gifted

• 1211 - Gifted Identification

• 2230 - Gifted Support Services, Unspecified

• 2231 - Coordination Services

• 2232 - Training Services


Proactively:

• Make sure that the appropriate Function Codes

are used for capturing your Gifted Expenditures (a

discussion with the district’s Treasurer may be in

order)

Reactively:

• Q: What do you do if you are asked about the

Gifted Expenditures report, and why the $$

amounts are lower or higher than expected?


A: You can help answer this question by providing a

report of your own:

• Download the final submission of the QC record

for the fiscal year that just ended

• Using Excel, sort on the QC130 column, and

highlight the records where the five function codes

contributing to the Gifted Expenditures Report

were used.


• Notice the QC290 column, which represents the

actual expenditures for the fiscal year.

• Add up the expenditures in the QC290 column by

Function Code

–When finished, the totals for the five applicable

function codes should match those found on the

Gifted Expenditures report

• Share the results of this exercise with your

Treasurer

Reporting Gifted ExpendituresThis exercise should prove helpful for going forward

for the current and following fiscal years:

• Ideally, the Treasurer will review the report, and

recognize where, if at all, the incorrect Function

Codes were used. If applicable, different choices

can be made going forward.

• It is the responsibility of the Treasurer, or the

fiscal/budget staff in the district to make sure that

the appropriate Function Codes are supplied for a

corresponding expenditure to be entered into the

system.

Questions

???

Contact Information

Michelle Neubauer – Data Administration Manager:

[email protected]

ODE’s Gifted Program:

[email protected]

ODE’s Office of Accountability:

[email protected]

mailto:[email protected]



education.ohio.gov

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