EDFacts Data Collection School Years 2022-23, 2023-24, and 2024-25

EDFacts Data Collection School Years 2022-23, 2023-24, and 2024-25 (With 2021-22 Continuation)

Attachment C EMAPS Collections 2022-23 to 2024-25

EDFacts Data Collection School Years 2022-23, 2023-24, and 2024-25

OMB: 1850-0925

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Attachment C

Annual Mandatory Collection of Elementary and Secondary

Education Data through EDFacts

March 2022

Attachment C

EDFacts Metadata and Processing System (EMAPS) for School Years 2022-23, 2023-24, and 2024-25
(with 2021-22 continuation)



OMB No. 1850-0925 v.8

Introduction

The EDFacts Metadata and Process System (EMAPS) is a web-based tool used to provide SEAs with an easy method of reporting and maintaining information on state policies, plans, and other metadata to aid in the analysis of data collected. It is also used for data collections that are better suited to a web-based collection.

In the tables below, the Reference column lists the section names and question numbers that are used to organize each question. This column also includes skip logic. These might be altered slightly to ensure that questions appear proper on web pages.

Changes from prior year are marked with “(Revised60!)”, “(New60!)”, “(Revised30!)”, “(Retire30!)”, Changes are also summarized in the introduction to each collection.




Data collections

This section provides information about data collections using the EMAPS web-based tool.

IDEA part b dispute resolution

This data collection is authorized by Part B of the Individuals with Disabilities Education Act (IDEA): 20 USC 1418 (a)(1)(F), 1418(a)(1)(H), 1418(a)(1)(G), and 1418(a)(3). This data collection requests information on the following: written, signed complaints; mediation requests; due process complaints; and expedited due process complaints.


Question

Permitted Values



Section A: Written, Signed Complaints


Total number of written signed complaints filed.


Complaints with reports issued.

Integer (Count) or Missing

Reports with findings of noncompliance.

Integer (Count) or Missing

Reports within timelines.

Integer (Count) or Missing

Reports within extended timelines.

Integer (Count) or Missing

Complaints pending.

Integer (Count) or Missing

Complaints pending a due process hearing.

Integer (Count) or Missing

Complaints withdrawn or dismissed.

Integer (Count) or Missing



Section B: Mediation Requests


Total number of mediation requests received through all dispute resolution processes.


Mediations held.

Integer (Count) or Missing

Mediations held related to due process complaints.

Integer (Count) or Missing

Mediation agreements related to due process complaints.

Integer (Count) or Missing

Mediations held not related to due process complaints.

Integer (Count) or Missing

Mediation agreements not related to due process complaints.

Integer (Count) or Missing

Mediations pending.

Integer (Count) or Missing

Mediations withdrawn or not held.

Integer (Count) or Missing



Section C: Due Process Complaints


Total number of due process complaints filed.


Resolution meetings.

Integer (Count) or Missing

Written settlement agreements reached through resolution meetings.

Integer (Count) or Missing

Hearings fully adjudicated.

Integer (Count) or Missing

Decisions within timeline (include expedited).

Integer (Count) or Missing

Decisions within extended timeline.

Integer (Count) or Missing

Due process complaints pending.

Integer (Count) or Missing

Due process complaints withdrawn or dismissed (including resolved without a hearing).

Integer (Count) or Missing



Section D: Expedited Due Process Complaints (Related to Disciplinary Decision)


Total number of expedited due process complaints filed.


Expedited resolution meetings.

Integer (Count) or Missing

Expedited written settlement agreements.

Integer (Count) or Missing

Expedited hearings fully adjudicated.

Integer (Count) or Missing

Change of placement ordered.

Integer (Count) or Missing

Expedited due process complaints pending.

Integer (Count) or Missing

Expedited due process complaints withdrawn or dismissed.

Integer (Count) or Missing



Comment

text

IDEA Part B Maintenance of Effort (MOE) Reduction and Coordinated Early Intervening Services (CEIS) (Revised60!) (REVISED30!)

This data collection is authorized by Section 618, Part B of the Individuals with Disabilities Education Act (IDEA): 20 USC 1413(f)(4) and 1418(a)(3). This data collection requests the following information for every local educational agency (LEA) or educational service agency (ESA) that receives an IDEA Section 611 or 619 sub grant: LEA/ESA allocations; Maintenance of Effort (MOE) Reduction; provision of Coordinated Early Intervening Services (CEIS) and number of children receiving CEIS.



Question

Permitted Values

LEA Name

text

Update Flag

1 – Change to LEA/ESA Name
• 2 – LEA/ESA no longer used
• 3 – New LEA/ESA
• 5 – Change to NCESID #
• Blank – no change to the LEA/ESA

NCES ID

valid NCES ID

Year used to make the LEA/ESA/SEA determinations

number (YYYY-YY)

Total LEA/ESA allocation for Section 611 of IDEA FFY 20XX

dollar value, 2 decimals

Total LEA/ESA allocation for Section 611 of IDEA FFY 20XX

dollar value, 2 decimals

Increase in LEA/ESA allocations for Section 611 from FFY 20XX to FFY 20XX

calculated by system

Total LEA/ESA allocation for Section 619 of IDEA FFY 20XX

dollar value, 2 decimals

Total LEA/ESA allocations for Section 611 and 619 of IDEA for FFY 20XX

calculated by system

15% of the total LEA/ESA allocations for Section 611 and 619 of IDEA for FFY 20XX

calculated by system

Determination under 34 CFR 300.600(a)(2) that controls whether the LEA may be able to reduce MOE during SY 20XX-XX

• ‘1’ – meets the requirements and purposes of Part B,
• ‘2’ – needs assistance in implementing the requirements for Part B,
• ‘3’- needs intervention in implementing the requirements for Part B.
• ‘4’ – needs substantial intervention in implementing the requirements of Part B
• ‘NA’ – Not applicable or no determination
• ‘M’ – Missing

Reduction of local and/or state funds taken pursuant to Section 613(a)(2)(C) by the LEA/ESA during SY 20XX-XX

dollar value, 2 decimals

Percent of the available reduction taken by LEA /ESA during SY 20XX-XX

calculated by system

Did the State determine whether the LEA/ESA met the MOE compliance standard in FFY 20XX/SY 20XX-XX?

1 – Yes
• 0 – No
• M – Missing
• NA – Not applicable (for Update Flag 3 (new) only)

Did the LEA/ESA meet the MOE compliance standard in FFY 20XX/SY 20XX-XX?

1 – Yes
• 0 – No
• NA – Not applicable
• M – Missing

By the date of this data submission, did the State return non-Federal funds to the Department based on the failure of the LEA/ESA to meet the MOE compliance standard in FFY 20XX/SY 20XX-XX?

1 – Yes
• 0 – No
• NA – Not applicable
• M – Missing

What amount of non-Federal funds did the State return to the Department based on the failure of the LEA/ESA to meet the MOE compliance standard in FFY 20XX/SY 20XX-XX?

Dollar amount
• NA – Not applicable
• M – Missing

Required CEIS Was the LEA/ESA required to use 15% of funds for CEIS due to significant disproportionality in SY 20XX-XX?

1 – Yes
• 0 – No
• NA – Not applicable
• M – Missing

Was the LEA/ESA identified as having significant disproportionality due to 'identification as a child with a disability'?

1 – Yes
• 0 – No
• NA – Not applicable
• M – Missing

Was the LEA/ESA identified as having significant disproportionality due to 'identification by disability category'?

1 – Yes
• 0 – No
• NA – Not applicable
• M – Missing

Was the LEA/ESA identified as having significant disproportionality due to 'placement in a particular educational setting'?

1 – Yes
• 0 – No
• NA – Not applicable
• M – Missing

Was the LEA/ESA identified as having significant disproportionality due to 'disciplinary action'?

1 – Yes
• 0 – No
• NA – Not applicable
• M – Missing

Required CEIS Amount reserved for required CEIS in the LEA /ESA in SY 20XX-XX

dollar value, 2 decimals

Required CEIS Percent taken for required CEIS in the LEA /ESA in SY 20XX-XX

calculated by system

Voluntary CEIS Did the LEA/ESA voluntarily use up to 15% of IDEA 611 and 619 fund for CEIS in SY 20XX-XX?

1 – Yes
• 0 – No
• M – Missing

Voluntary CEIS Amount reserved for voluntary CEIS in SY 20XX-XX

dollar value, 2 decimals

Voluntary CEIS Percent taken for voluntary CEIS during SY 2016-17

calculated by system

Total number of children receiving CEIS under the IDEA in the LEA/ESA during
SY 20XX-XX

Positive whole Number
• Zero
• NA – Not applicable
• M – Missing

Total number of children who received CEIS under the IDEA anytime in the past two school years (including SY 2014-15, SY 20XX-XX and SY 20XX-XX) and received special education and related services in SY 20XX-XX

Positive whole Number
• Zero
• NA – Not applicable
• M – Missing

Number of children receiving CCEIS under IDEA who are between the ages of 3 and 5 (not in kindergarten) (in the reference year). (New60!) (Retire30!)

Positive whole Number
• Zero
• NA – Not applicable
• M – Missing

Number of children receiving CCEIS under IDEA who are between the ages of 5 (in kindergarten) and 21 (in the reference year). (New60!) (Retire30!)

Positive whole Number
• Zero
• NA – Not applicable
• M – Missing

Number of children with disabilities receiving CCEIS under IDEA in the (reference year).* (New60!)

Positive whole Number
• Zero
• NA – Not applicable
• M – Missing

Number of children without disabilities receiving CCEIS under IDEA in (the reference year).* (New60!)

Positive whole Number
• Zero
• NA – Not applicable
• M – Missing

*Collection of the two new items will begin in SY 2023-24.

metaData collections

Metadata are information to explain other data. Like all data collections, the EDFacts collection requires metadata. Metadata collected from a SEAs aid the analysis and appropriate use of data. The metadata to be collected range from information to support data submissions (e.g., completeness) to capturing state policies surrounding data collection (e.g., student count dates). EDFacts minimizes the burden on SEAs to report metadata by rigorously evaluating the need for the information and prioritizing metadata that pertain to critical data items.


It is possible as EDFacts data are collected that the items in the EMAPS metadata collections will be altered slightly to ensure the proper metadata are collected to support ED’s understanding of the EDFacts data.

Common Core of Data (CCD) grades offered & graduates/completer Survey

This metadata collection relates to the following EDFacts Submission System (ESS) file specifications:

  • FS039 - Grades Offered, to be used to determine which states are subject to edits on the permitted values Ungraded, Grade 13, or Adult Education in file FS052 Membership

  • FS059 - Staff Full-Time Equivalent (FTE), to be used to determine which states are subject to edits on the permitted value Ungraded Teachers

  • FS040 - Graduates/Completers, to be used to determine which states are subject to edits on the permitted value Other High School Completion Credentials

  • FS086 - Students Involved with Firearms



Question

Permitted Values



GRADES OFFERED (FS029, FS039)


Does your state offer ungraded instruction? (Optional)

Yes/No

Are any teachers identified as teachers for ungraded classes?

Yes/No

Does your state offer Grade 13 instruction, as it is defined in the file specification for FS052 (Membership)?

Yes/No

Does your state report Adult Education within its elementary and secondary structure?

Yes/No

Can you differentiate between grades offered and grades enrolled at the school level?

Yes/No

Can you differentiate between grades offered and grades enrolled at the district level?

Yes/No

Please describe the student counts included in prekindergarten reporting for your state in the box below.

 

Do the counts include students enrolled in Headstart, children with disabilities, or State-funded preschool programs?

Yes/No

If there are significant differences between the data reported at the school, LEA, and SEA level, please explain the reason for these differences.

 

Grades Offered Comment:

text



GRADUATES/COMPLETERS (FS040)


For which of the following does your state collect data? (Optional)

Other high school completion credentials for meeting criteria other than the requirements for a regular diploma (i.e. certificate of completion, certificate of attendance).

Are there exit codes that allow a student to leave the school system without being classified as one of the following: dropout, diploma recipient, OHC recipient, transfer, death?

Yes/No

If Yes, please explain:

text

Does your state recognize and report dropouts below grade 7?

 

If No, please explain

 

Graduates/Completers Comment:

text





gun free schools act (GFSA) survey

This metadata collection relates to the Gun Free Schools Act data collection. This information along with the data collected is used for the legislative required reporting on gun related incidents.

This metadata collection relates to the following EDFacts Submission System (ESS) file specifications:

  • FS086 - Students Involved with Firearms

  • FS163 - Discipline Data


Question

Permitted Values

Skip Logic




RESPONDENT INFORMATION



Name of Individual Completing this Report:

text


Title of Individual Completing this Report:

text


Fax:

text
xxx-xxx-xxxx


Email Address:

text





Did your state submit all GFSA data via ESS (files # C086 and C163) for SY 2016-17

Yes/No





LEA COMPLIANCE WITH GFSA



List the name and address of each LEA that has not provided an assurance that it is in compliance with the State law that requires that a student who brings a firearm to school, or possesses a firearm at school, be expelled for one year. (If all LEAs have provided the necessary assurance, please indicate “none” in response to this item.)

None,
One or more LEA Names and Addresses (text)


2. List the name and address of each LEA that has not provided an assurance that it is in compliance with the requirement in Section 4141(h) that an LEA receiving ESEA funds have in place a policy requiring referral to the criminal justice or juvenile delinquency system of any student who brings a firearm to a school, or possesses a firearm at school. (If all LEAs have provided the necessary assurance, please indicate “none” in response to this item.)

None,
One or more LEA Names and Addresses (text)


3. If applicable, please provide information that explains any circumstances affecting the quality of data submitted to us. What information can the State share with us that will help us to more accurately interpret the data submitted on this GFSA report form (e.g., fewer than 100% LEAs responded to the State; figures reported included all weapons, not only firearms)?

text





STATE COMPLIANCE WITH GFSA



4. Please indicate whether your State law related to GFSA has changed in the past 12 months.

Yes, our state law has changed in the past 12 months
• No, our state law has not changed in the past 12 months


Summary of New/Revised Statute

text

Only required if 4 is Yes

5. How does your State law address the need for providing educational services in an alternative setting to students expelled from their regular school setting? Choose one option.

State law encourages LEAs to provide educational services to expelled students in an alternative setting.
• State law requires LEAs to provide educational services to expelled students in an alternative setting.
• State law does not address the need for educational services in an alternative setting.


6. Are any State funds used to support the implementation of educational services in alternative settings as it relates to students who have been expelled under the GFSA? Choose one option.

Yes, State funds are provided.
• No, State funds are not provided


IDEA state supplemental survey (Revised30!)

This metadata collection relates to the current school year IDEA data collection.

This metadata collection relates to the following EDFacts Submission System (ESS) file specifications:

  • FS002 - Children with Disabilities (IDEA) School Age

  • FS005 - Children with Disabilities (IDEA) Removal to Interim Alternative Educational Setting

  • FS006 - Children with Disabilities (IDEA) Suspensions/Expulsions

  • FS007 - Children with Disabilities (IDEA) Reasons for Unilateral Removal

  • FS009 - Children with Disabilities (IDEA) Exiting Special Education

  • FS088 - Children with Disabilities (IDEA) Disciplinary Removals

  • FS089 - Children with Disabilities (IDEA) Early Childhood

  • FS099 - Special Education Related Services Personnel

  • FS143 - Children with Disabilities (IDEA) Total Disciplinary Removals

  • FS144 - Educational Services During Expulsion


Question

Permitted Values

Skip Logic




EXITING



Reference Period



Does your state use the required reference period of July 1 to June 30 to report exiting data for IDEA?

Yes/No


What is the reference period used? Start Date, End Date

Date

Only required if first response is No




Maximum Age for Services



What is the maximum age at which a student with disabilities (IDEA) can receive special education services?

18 years
• 19 years
• 20 years
• 21 years
• 22 years
• 23 years
• 24 years
• 25 years
• 26 years
• none


Comment

text





Alternate Diploma



Does your state offer a state-defined alternate diploma, defined in accordance with Section 8101(23) and (25) of ESEA(A)(ii)(I)(bb), as amended by the ESSA, that is for students with the most significant cognitive disabilities?

Yes/No


If yes, please provide the statutory/regulatory/policy citation(s) in your state.

text

Only required if first response is Yes

Comment

text





Certificates



Can a student with disabilities (IDEA) exit an educational program by receiving a high School completion certificate, modified diploma, or similar document?

Yes/No


If yes, please provide the statutory/regulatory/policy citation(s) in your state.

text

Only required if first response is Yes

Comment

text





Regular High School Diplomas



Is there a minimum age for graduation with a regular high school diploma in your state?

Yes/No


If yes, provide the minimum age for graduation with a regular high school diploma.

text

Only required if first response is Yes




Moved, Known to be Continuing



When reporting counts under the "Moved, Known to be Continuing" reporting category in the IDEA Exiting data (i.e., total who moved out of the catchment area or otherwise transferred to another district and are KNOWN to be continuing in an educational program), what is your state's catchment area for SEA - Level Counts

Entire state (students moving out of state)
• Districtwide(students moving out of district)
• Other (specify)


SEA-level Comment

text

Only required if first response is Other (specify)

When reporting counts under the "Moved, Known to be Continuing" reporting category in the IDEA Exiting data (i.e., total who moved out of the catchment area or otherwise transferred to another district and are KNOWN to be continuing in an educational program), what is your state's catchment area for LEA - Level Counts

Entire state (students moving out of state)
• Districtwide(students moving out of district)
• Other (specify)


LEA-level Comment

text

Only required if first response is Other (specify)

Comment

text





CHILD COUNT



Child Count Date



What date between October 1 and December 1 is your state's IDEA child count date?

Month dropdown listing October, November and December
Day dropdown listing 1-31 for October, 1-30 for November, and 1 for December





State Operated Programs






Does your state report data for all state-operated programs (SOPs) related to children with disabilities (IDEA)?

Yes, ALL SOPs are reported
• Yes, SOME SOPs are reported
• No, NONE of the SOPs are reported


SOPs are reported for which one of the following:

SEA and LEA levels
• SEA only
• LEA only

Only required if first response is "Yes, ALL SOPs are reported" or "Yes, SOME SOPs are reported"

Comment

text

Only required if first response is "No, NONE of the SOPs are reported"




Child Count



Disability Categories Used by your state



Autism

Yes/No


Deaf-Blindness

Yes/No


Developmental Delay

Yes/No


Emotional Disturbance

Yes/No


Hearing Impairment

Yes/No


Intellectual Disabilities

Yes/No


Multiple Disabilities

Yes/No


Orthopedic Impairment

Yes/No


Specific Learning Disability

Yes/No


Speech or Language Impairment

Yes/No


Traumatic Brain Injury

Yes/No


Visual Impairment

Yes/No


Other Health Impairment

Yes/No





Comment

text





Developmental Delay


Only displayed if Developmental Delay selected in previous question

What ages are included in your state's definition for developmental delay for children with disabilities (IDEA)



3 years

Yes/No


4 years

Yes/No


5 years in Kindergarten

Yes/No


5 years not in Kindergarten

Yes/No


6 years

Yes/No


7 years

Yes/No


8 years

Yes/No


9 years

Yes/No





Comment

text





ENVIRONMENTS - SCHOOL AGE



Environments for School-Aged Children with Disabilities (IDEA)



Please indicate whether your state permits placement of children with disabilities (IDEA), ages 5 (in kindergarten) through 21, in the following educational environments. For each of the following environments, provide the following information:

Regular Class
• Separate School
• Residential Facility
• Homebound/Hospital
• Correctional Facility
• Parentally Placed in Private Schools

 

Permitted?

permit for all age children
• permit depending on age of the child
• does not permit


If you responded, "permit depending on age of child", please enter the ages for which the educational environment is permitted for children with disabilities (IDEA), ages 5 (in kindergarten) through 21.

5 (in kindergarten)-11
• 12-17
• 18-21

 




ENVIRONMENTS - EARLY CHILDHOOD



Early Childhood Environments for Children with Disabilities (IDEA)



Please indicate whether your state permits the placement of children with disabilities (IDEA), ages 3 through 5 (not in Kindergarten), in the following educational environments. For each of the following environments, provide the following information:

Regular Early Childhood Program
• Separate Special Education Class
• Separate School
• Residential Facility
• Home
• Service Provider Location

 

Permitted?

permit for all age children
• permit depending on age of the child
• does not permit


If you responded, "permit depending on age of child", please enter the ages for which the educational environment is permitted for children with disabilities (IDEA), ages 3 through 5 (not in Kindergarten).

3
• 4
• 5 (not in Kindergarten)

 




STAFFING



IDEA Staffing



Please indicate all related service personnel categories that are employed or contracted to provide related services to children with disabilities (IDEA), ages 3 through 21, in your state.



Psychologists

Yes/No


Social Workers

Yes/No


Occupational Therapists

Yes/No


Audiologists

Yes/No


Physical Education

Yes/No


Physical Therapists

Yes/No


Speech-Language Pathologists

Yes/No


Interpreters

Yes/No


Counselors

Yes/No


Orientation and Mobility Specialists

Yes/No


Medical/Nursing Service Staff

Yes/No





Comment

text

Only required if No is selected for any service personnel category




DISCIPLINE



Discipline



Does your state remove students with disabilities (IDEA) from their educational placement for disciplinary purposes for the remainder of the school year or longer?

Yes/No


If No, please provide the relevant statutory/regulatory/policy citation(s) that prohibit this practice.


Only required if first response is No




ASSESSMENT

 

 

Assessment

 

 

Are children with disabilities (IDEA) who were English Learners and who were in the U.S. less than 12 months prior to the reading/language arts state assessment allowed to take the English language proficient (ELP) assessment in lieu of the regular reading/language arts assessment in your state?

Yes/No

 

Comment

text

 




STATE ADMINISTRATION



State Administration



How is your state's special education 618 data related to students (i.e., child count, educational environments, discipline, exiting, & assessment) integrated into your state's Student Information System (i.e., state data system used for all student data)?

All data components
• Some data components
• Not at all


Comment

text


How is your state's special education 618 data related to students (i.e., child count, educational environment, discipline, exiting, & assessment) integrated into your state's longitudinal data system?

All data components
• Some data components
• Not at all


Comment

text





IDEA - MOE Reduction & CEIS (Retire30!)



MOE Reduction & CEIS



What is your state's definition of significant disproportionality? (Retire30!)

text





state submission plan (SSP) (Revised60!) (REVISED30!)

SEAs are responsible for maintaining a submission plan that provides details regarding its plans for reporting data via EDFacts. The plans indicate whether SEAs will submit files on time, the estimated number of educational units that will be submitted for each file level, and a status flag to indicate when the submission of data for each reporting level is complete and ready for ED’s review. This information is necessary in order to monitor state progress on file submissions, evaluate timeliness of submissions, and to provide a mechanism for SEAs to communicate to ED the completeness of the data they submitted. Given the observed discrepancies in some states between subtotals for Sex and totals for all students, we added three metadata questions to better understand permitted values used within each state. The responses may be used to generate data notes for added data user context.


For each file specification SEAs provide the information below.


Question

Permitted Values

Skip Logic




For each file specification, provide the following information:






Timely SEA

Yes/No


Timely LEA

Yes/No


Timely SCH

Yes/No


Expected Late Submission Date SEA

date mm/dd/yyyy

Only required when SEA timely response is No

Expected Late Submission Date LEA

date mm/dd/yyyy

Only required when LEA timely response is No

Expected Late Submission Date SCH

date mm/dd/yyyy

Only required when SCH timely response is No

Not Timely Comment

text

Only required when one of previous timely responses is No

Status SEA

No Data in ESS
• Not Required to Submit
• Data in ESS
• Submission Complete


Status LEA

No Data in ESS
• Not Required to Submit
• Data in ESS
• Submission Complete


Status SCH

No Data in ESS
• Not Required to Submit
• Data in ESS
• Submission Complete


Not Required to Submit Comments

text

Only required when one of previous status responses is Not Required to Submit

Data Anomaly SEA

Yes/No


Data Anomaly LEA

Yes/No


Data Anomaly SCH

Yes/No


Data Anomaly Comments

text

Only required when one of previous data anomaly responses is No

New60! For sex, does your state collect more than two permitted values (male and female)?

Yes/No


Revised30! Beyond male and female, what permitted values does your state collect about students to represent sex, gender, and/or gender identity? Please provide state definitions if terms are defined.

text

Only required when previous responses is Yes





ACCOUNTABILTY mETADATA (REVISED30!)

This metadata collection relates to the collection of data on Title I, Part A accountability systems for ESEA, as amended by ESSA as defined in approved ESEA consolidated State plans for the reporting year. This metadata collection relates to the following EDFacts Submission System (ESS) file specifications:

  • FS 199 Graduation Rate Indicator Status

  • FS 200 Academic Achievement Indicator Status

  • FS 201 Other Academic Indicator Status

  • FS 202 School Quality or Student Success Indicator Status

  • FS 205 Progress Achieving English Language Proficiency Indicator Status

  • State-Defined Subgroups (FS 199, FS 200, FS 201, FS 202 and 212)

For purposes of this metadata collection, a measure is a component part of an indicator. For example, the Academic Achievement indicator could be composed of a measure for mathematics and a measure for reading/language arts. For each measure for an indicator, a State reports school performance using State-defined statuses for the measure. ED proposes collecting this metadata survey manually for at least the first year to allow states more flexibility in responding to this collection.

Section - FS 199 Graduation Rate Indicator Status

Reference

Metadata collected / Question

Format/Permitted Values

For each measure, please answer the following questions:

What is the measure name?

Graduation Rate indicator 1: [Text]



Indicate the type of scale used for the measure.

Select [dropdown menu]:

  • Ordinal – Performance levels

  • Nominal – Met/not met

  • Interval – Percentage scale (i.e., 1% to 100%)

  • Interval - Index

  • Other


If the measure type is Performance levels, an Index, or Other, describe the measure. For Performance levels, list the labels for the performance levels, starting with the lowest performance level. For an index, provide the lowest and highest possible numerical values. For other types of measures, use text to list and describe the State-defined statuses used to report the measure for FS 199. If the measure type is Met/not met or Percentage scale, no further information is needed.

[Text]

Section FS 200 Academic Achievement Indicator Status

Reference

Metadata collected / Question

Format/Permitted Values

For each measure, please answer the following questions:

What is the measure name?

Academic Achievement indicator: [Text]



What is the lowest grade to which the measure applies? What is the highest grade to which the measure applies??

  • Lowest: [dropdown menu: K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12]

  • Highest: [dropdown menu: K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12]



Indicate the type of scale used for the measure.

Select [dropdown menu]:

  • Ordinal – Performance levels

  • Nominal – Met/not met

  • Interval – Percentage scale (i.e., 1% to 100%)

  • Interval – Index

  • Other


If the measure type is Performance levels, an Index, or Other, describe the measure. For Performance levels, list the labels for the performance levels, starting with the lowest performance level. For an index, provide the lowest and highest possible numerical values. For other types of measures, use text to list and describe the State-defined statuses used to report the measure for FS 200. If the measure type is Met/not met or Percentage scale, no further information is needed.

Text

FS 201 Other Academic Indicator Status

Reference

Metadata collected / Question

Format/Permitted Values

For each measure, please answer the following questions:

What is the measure name?

Other Academic indicator: [Text]



What is the lowest grade to which the measure applies? What is the highest grade to which the measure applies?

  • Lowest: [dropdown menu: K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12]

  • Highest: [dropdown menu: K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12]


Indicate the type of scale used for the measure.

Select [dropdown menu]:

  • Ordinal – Performance levels

  • Nominal – Met/not met

  • Interval – Percentage scale (i.e., 1% to 100%)

  • Interval – Index

  • Other


If the measure type is Performance levels, an Index, or Other, describe the measure. For Performance levels, list the labels for the performance levels, starting with the lowest performance level. For an index, provide the lowest and highest possible numerical values. For other types of measures, use text to list and describe the State-defined statuses used to report the measure for FS 201. If the measure type is Met/not met or Percentage scale, no further information is needed.

[Text]

FS 202 School Quality or Student Success Indicator Status

Reference

Metadata collected / Question

Format/Permitted Values

For each indicator, please answer the following questions

What is the indicator name?

SQSS indicator 1: [Text]



What is the lowest grade to which the indicator applies? What is the highest grade to which the indicator applies?

  • Lowest: [dropdown menu: K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12]

  • Highest: [dropdown menu: K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12]


Indicate the type of scale used for the School Quality or Student Success indicator.

Select [dropdown menu]:

  • Ordinal – Performance levels

  • Nominal – Met/not met

  • Interval – Percentage scale (i.e., 1% to 100%)

  • Interval – Index

  • Other


If the indicator type is Performance levels, an Index, or Other, describe the measure. For Performance levels, list the labels for the performance levels, starting with the lowest performance level. For an index, provide the lowest and highest possible numerical values. For other types of indicators, use text to list and describe the State-defined statuses used to report the measure for FS 202. If the measure type is Met/not met or Percentage scale, no further information is needed.

[Text]

Section - FS 205 Progress Achieving English Language Proficiency Indicator Status

Reference

Metadata collected / Question

Format/Permitted Values

For each measure, please answer the following questions:

What is the measure name?

ELP indicator: [Text]



What is the lowest grade to which the measure applies? What is the highest grade to which the measure applies?

  • Lowest: [dropdown menu: K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12]

  • Highest: [dropdown menu: K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12]


Indicate the type of scale used for the measure.

Select [dropdown menu]:

  • Ordinal – Performance levels

  • Nominal – Met/not met

  • Interval – Percentage scale (i.e., 1% to 100%)

  • Interval – Index

  • Other


If the measure type is Performance levels, an Index, or Other, describe the measure. For Performance levels, list the labels for the performance levels, starting with the lowest performance level. For an index, provide the lowest and highest possible numerical values. For other types of measures, use text to list and describe the State-defined statuses used to report the measure for FS 205. If the measure type is Met/not met or Percentage scale, no further information is needed.

[Text]











Section State-Defined Subgroups (FS 199, FS 200, FS 201, FS 202 and FS 212)

Reference

Metadata collected / Question

Format/Permitted Values

For each State-defined subgroup:

If the State includes State-defined subgroups other than those for which there is a permitted value (e.g., subgroups other than most major racial/ethnic subgroups, economically disadvantaged students, children with disabilities and English learners) in the statewide system of annual meaningful differentiation in the State’s approved ESEA consolidated State plan for the reporting year, provide the name of each State-defined subgroup. Note: In cases where a State has defined one or more State-defined subgroup, the number for each subgroup should match the number for the State-defined subgroup in FS 199, 200, 201, 202 and 212.

  • State-defined subgroup 1: [Text]

  • State-defined subgroup 2: [Text]

  • State-defined subgroup 3: [Text]









assessment metadata survey (NEW60!)

This metadata collection relates to the collection of data on statewide assessments. This information is collected annually and is used to evaluate assessment data.

This metadata collection relates to the following EDFacts Submission System (ESS) file specifications:

  • FS175 - Academic Achievement in Mathematics

  • FS178 - Academic Achievement in Reading (Language Arts)

  • FS179 - Academic Achievement in Science

  • FS185 - Assessment Participation in Mathematics

  • FS188 - Assessment Participation in Reading/Language Arts

  • FS189 - Assessment Participation in Science


Questions were added to evaluate the following assessment data:

  • FS050 - Title III English Language Proficiency Results

  • FS137 - English Language Proficiency Test

  • FS138 - Title III English Language Proficiency Test

  • FS139 - English Language Proficiency Results


Statewide Academic Assessments Administered for ESEA Title I Purposes

Section A - General Questions

This section pertains to all the academic assessments.

#

Metadata Collected/Question

Format/Permitted Values

Q1

Does your state permit significant medical emergency as an exemption from the state assessments for all students?

Yes/No



Section B - Mathematics – Grades 3 through 8

This section pertains to the following new data groups:

  • Assessment participation in mathematics grades 3-8 table

  • Assessment participation in mathematics children with disabilities (IDEA) grades 3-8 table

  • Academic achievement in mathematics grades 3-8 table

  • Academic achievement in mathematics children with disabilities (IDEA) grades 3-8 table



Report as many assessments that were used in the above files. Repeat as many rows as necessary.

Name of assessment

Type of assessment

Grade Levels

Text

Select one from the list:

  • Regular assessment without accommodations

  • Regular assessment with accommodations

  • Alternate assessment

  • Advanced Assessment without accommodations-middle school

  • Advanced Assessment with accommodations-middle school

  • Innovative Assessment Demonstration Authority (IADA) pilot assessment without accommodations

  • Innovative Assessment Demonstration Authority (IADA) pilot assessment with accommodations

Check all that apply:

  • 3

  • 4

  • 5

  • 6

  • 7

  • 8

Example:

Name of assessment

Type of assessment

Grade Levels

ALPHA Assessment

  • Regular assessment without accommodations

3

4

5

6

7

8

BETA Assessment

  • Regular assessment without accommodations

3

4

5

6

7

8



Section C - Mathematics – High School

This section pertains to the following new data groups:

  • Assessment participation in mathematics HS table

  • Assessment participation in mathematics children with disabilities (IDEA) HS table

  • Academic achievement in mathematics HS table

  • Academic achievement in mathematics children with disabilities (IDEA) HS table



Report as many assessments that were used in the above files. Repeat as many rows as necessary.

Name of assessment

Type of assessment

Timing

Text

Select one from the list:

  • Alternate assessment

  • High school regular assessment in mathematics I, without accommodations

  • High school regular assessment in mathematics I, with accommodations

  • High school regular assessment in mathematics II, without accommodations

  • High school regular assessment in mathematics II, with accommodations

  • High school regular assessment in mathematics III, without accommodations

  • High school regular assessment in mathematics III, with accommodations

  • Advanced Assessment without accommodations – high school

  • Advanced Assessment with accommodations – high school

  • Innovative Assessment Demonstration Authority (IADA) pilot assessment without accommodations

  • Innovative Assessment Demonstration Authority (IADA) pilot assessment with accommodations

  • Locally-selected nationally recognized high school assessment without accommodations

  • Locally-selected nationally recognized high school assessment with accommodations

Select one from list:

  • End of Grade

  • End of Course

Section D - Reading/Language Arts – Grades 3 through 8

This section pertains to the following new data groups:

  • Assessment participation in reading/language arts grades 3-8 table

  • Assessment participation in reading/language arts children with disabilities (IDEA) grades 3-8 table

  • Academic achievement in reading/language arts grades 3-8 table

  • Academic achievement in reading/language arts children with disabilities (IDEA) grades 3-8 table



Report as many assessments that were used in the above files. Repeat as many rows as necessary.

Name of assessment

Type of assessment

Grade Levels

Text

Select one from the list:

  • Regular assessment without accommodations

  • Regular assessment with accommodations

  • Alternate assessment

  • Advanced Assessment without accommodations-middle school

  • Advanced Assessment with accommodations-middle school

  • Innovative Assessment Demonstration Authority (IADA) pilot assessment without accommodations

  • Innovative Assessment Demonstration Authority (IADA) pilot assessment with accommodations

  • English language proficiency assessment

Check all that apply:

  • 3

  • 4

  • 5

  • 6

  • 7

  • 8

Section E - Reading/Language Arts – High School

This section pertains to the following new data groups:

  • Assessment participation in reading/language arts HS table

  • Academic achievement in reading/language arts HS table

  • Assessment participation in reading/language arts children with disabilities (IDEA) HS table

  • Academic achievement in reading/language arts children with disabilities (IDEA) HS table



Report as many assessments that were used in the above files. Repeat as many rows as necessary.

Name of assessment

Type of assessment

Timing

Text

Select one from the list:

  • Alternate assessment

  • High school regular assessment in reading/language arts I, without accommodations

  • High school regular assessment in reading/language arts I, with accommodations

  • High school regular assessment in reading/language arts II, without accommodations

  • High school regular assessment in reading/language arts II, with accommodations

  • High school regular assessment in reading/language arts III, without accommodations

  • High school regular assessment in reading/language arts III, with accommodations

  • English language proficiency assessment

  • Advanced Assessment without accommodations – high school

  • Advanced Assessment with accommodations – high school

  • Innovative Assessment Demonstration Authority (IADA) pilot assessment without accommodations

  • Innovative Assessment Demonstration Authority (IADA) pilot assessment with accommodations

  • Locally-selected nationally recognized high school assessment without accommodations

  • Locally-selected nationally recognized high school assessment with accommodations

Select one from list:

  • End of Grade

  • End of Course

Section F - Science – Grades 3 through 9

This section pertains to the following new data groups:

  • Assessment participation in science grades 3-9 table

  • Academic achievement in science grades 3-9 table



Report as many assessments that were used in the above files. Repeat as many rows as necessary.

Name of assessment

Type of assessment

Grade Levels

Text

Select one from the list:

  • Regular assessment without accommodations

  • Regular assessment with accommodations

  • Alternate assessment

  • Advanced Assessment without accommodations-middle school

  • Advanced Assessment with accommodations-middle school

  • Innovative Assessment Demonstration Authority (IADA) pilot assessment without accommodations

  • Innovative Assessment Demonstration Authority (IADA) pilot assessment with accommodations

Check all that apply:

  • 3

  • 4

  • 5

  • 6

  • 7

  • 8

  • 9

Section G - Science – High School

This section pertains to the following new data groups:

  • Assessment participation in science HS table

  • Academic achievement in science HS table



Report as many assessments that were used in the above files. Repeat as many rows as necessary.

Name of assessment

Type of assessment

Timing

Text

Select one from the list:

  • Alternate assessment

  • High school assessment in science I, without accommodations

  • High school assessment in science I, with accommodations

  • High school assessment in science II, without accommodations

  • High school assessment in science II, with accommodations

  • High school assessment in science III, without accommodations

  • High school assessment in science III, with accommodations

  • Advanced Assessment without accommodations – high school

  • Advanced Assessment with accommodations – high school

  • Innovative Assessment Demonstration Authority (IADA) pilot assessment without accommodations

  • Innovative Assessment Demonstration Authority (IADA) pilot assessment with accommodations

  • Locally-selected nationally recognized high school assessment without accommodations

  • Locally-selected nationally recognized high school assessment with accommodations

Select one from list:

  • End of Grade

  • End of Course

Changes to Statewide Academic Assessment System

This section is covers adjustments or significant changes to the state’s Statewide academic assessment system (i.e., content standards, achievement standards and/or assessments) under ESEA section 1111(b)(3) for assessments to be administered in any of the three school years following this reporting year.

Adjustments or significant changes to a State’s Statewide assessment system are described in the Department’s A State’s Guide to the U.S. Department of Education’s Assessment Peer Review Process.

Question 1 – Indicate below which, if any, assessments the SEA is planning to make adjustments or significant changes for assessments to be administered in any of the three school years following this reporting year?

  • Grades 3-8 mathematics

  • Grades 3-8 reading/language arts

  • Grades 3-9 science

  • High school mathematics

  • High school reading/language arts

  • High school science

If any assessments are checked, continue to question 2.

Question 2 – Report as many assessments that were marked as changed in question 1. Repeat as many rows as necessary.

Assessment

Type of change (Select one or more)

School year planned for change (Select one)

Each assessment marked in question 1

Content Standards

  • SY after current SY

  • Second SY after current SY

  • Third SY after current SY

Achievement Standards


  • SY after current SY

  • Second SY after current SY

  • Third SY after current SY

Assessment

  • SY after current SY

  • Second SY after current SY

  • Third SY after current SY

Example:

If the response to Question #1 was Grades 3-8 mathematics, then the response to question #2 might appear as follows:

Assessment

Type of change

School year planned for change

Grade 3 – 8 mathematics

Content Standards

  • SY after current SY

Assessment

  • Third SY after current SY





English Proficieincy assessment metadata survey (NEW60!)

This metadata collection relates to the collection of data the statewide English proficiency assessment. This information is collected annually and is used to evaluate and use the data.

Statewide English Language Proficiency Assessments

This metadata collection relates to the following files:

  • FS050 - Title III English Language Proficiency Results

  • FS137 - English Language Proficiency Test

  • FS138 - Title III English Language Proficiency Test

  • FS139 - English Language Proficiency Results

Question 1 - For the files above, what is the name of the regular English Language Proficiency Assessment for each of the grade levels listed below:

Grade Level

Select from list

If Other, provide name of assessment

K

Select one:

  • WIDA ACCESS

  • ELPA 21

  • LAS LINKS

  • Other – Fill in the next column

Text

1

Select one:

  • WIDA ACCESS

  • ELPA 21

  • LAS LINKS

Other – Fill in the next column

Text

2

Select one:

  • WIDA ACCESS

  • ELPA 21

  • LAS LINKS

Other – Fill in the next column

Text

3

Select one:

  • WIDA ACCESS

  • ELPA 21

  • LAS LINKS

Other – Fill in the next column

Text

4

Select one:

  • WIDA ACCESS

  • ELPA 21

  • LAS LINKS

Other – Fill in the next column

Text

5

Select one:

  • WIDA ACCESS

  • ELPA 21

  • LAS LINKS

Other – Fill in the next column

Text

6

Select one:

  • WIDA ACCESS

  • ELPA 21

  • LAS LINKS

Other – Fill in the next column

Text

7

Select one:

  • WIDA ACCESS

  • ELPA 21

  • LAS LINKS

Other – Fill in the next column

Text

8

Select one:

  • WIDA ACCESS

  • ELPA 21

  • LAS LINKS

Other – Fill in the next column

Text

9

Select one:

  • WIDA ACCESS

  • ELPA 21

  • LAS LINKS

Other – Fill in the next column

Text

10

Select one:

  • WIDA ACCESS

  • ELPA 21

  • LAS LINKS

Other – Fill in the next column

Text

11

Select one:

  • WIDA ACCESS

  • ELPA 21

  • LAS LINKS

Other – Fill in the next column

Text

12

Select one:

  • WIDA ACCESS

  • ELPA 21

  • LAS LINKS

Other – Fill in the next column

Text

Question 2 - For the files above, what is the name of the Statewide Alternate English Language Proficiency Assessments for Students with the Most Significant Cognitive Disabilities for each of the grade levels listed below

Grade Level

Select from list

If Other, provide name of assessment

K

Select one:

  • WIDA Alt ACCESS

  • Other - Fill in the next column

Name

1

Select one:

  • WIDA Alt ACCESS

Other - Fill in the next column

Name

2

Select one:

  • WIDA Alt ACCESS

Other - Fill in the next column

Name

3

Select one:

  • WIDA Alt ACCESS

Other - Fill in the next column

Name

4

Select one:

  • WIDA Alt ACCESS

Other - Fill in the next column

Name

5

Select one:

  • WIDA Alt ACCESS

Other - Fill in the next column

Name

6

Select one:

  • WIDA Alt ACCESS

Other - Fill in the next column

Name

7

Select one:

  • WIDA Alt ACCESS

Other - Fill in the next column

Name

8

Select one:

  • WIDA Alt ACCESS

Other - Fill in the next column

Name

9

Select one:

  • WIDA Alt ACCESS

Other - Fill in the next column

Name

10

Select one:

  • WIDA Alt ACCESS

Other - Fill in the next column

Name

11

Select one:

  • WIDA Alt ACCESS

Other - Fill in the next column

Name

12

Select one:

  • WIDA Alt ACCESS

Other - Fill in the next column

Name

Changes to Statewide English language proficiency (ELP) Assessments

This section covers adjustments or significant changes to the state’s Statewide English language proficiency (ELP) assessments (i.e., English language proficiency standards, achievement standards and/or assessments) under ESEA section 1111(b)(3) for assessments to be administered in any of the three school years following this reporting year.

Adjustments or significant changes to a State’s Statewide assessment system are described in the Department’s A State’s Guide to the U.S. Department of Education’s Assessment Peer Review Process.

Question 1 – Is the SEA is planning to make adjustments or significant changes for English language assessments to be administered in any of the three school years following this reporting year?

  • Yes, continue to questions 2 and 3

  • No, end of metadata survey



Question 2

Report as many assessments that were marked as changed in question 1. Repeat as many rows as necessary.

Assessment

Type of change (Select one or more)

School year planned for change (Select one)

Each assessment marked in question 1

ELP standards

  • SY after current SY

  • Second SY after current SY

  • Third SY after current SY

ELP Achievement standards (cut scores used on ELP assessments)


  • SY after current SY

  • Second SY after current SY

  • Third SY after current SY

ELP Assessments

  • SY after current SY

  • Second SY after current SY

  • Third SY after current SY





File Typeapplication/vnd.openxmlformats-officedocument.wordprocessingml.document
File TitleAttachment C EMAPS Collections
AuthorBeth Young
File Modified0000-00-00
File Created2022-03-30

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