Screen Shots

2013-14 CRDC

 

2013-14 Lessons Learned

Key Lessons Learned	Changes to the CRDC System
•CRDC data may be stored in separate systems, maintained by different offices within an LEA.   •Data elements gathered through decentralized systems represent a greater share of the reporting burden.	•Better align the tool with the way LEAs collect, store, and report CRDC data.   •Make the CRDC submission system “modular” where groups of questions can be sent out for completion.
•The flat file submission format particularly challenging due to concatenating every Part 1 or Part 2 variable.	•Revise the flat file format to align with SIS system output.   •Allow files to contain as few or as many columns of data together in any order.
•Some LEAs print out excel tables and hand-key information into the user interface.	•Better support hand-keying data.    •Provide the ability to answer all questions for a school AND the ability to toggle between schools for a specific question.
•Some CRDC definitions and instructions lack the clarity necessary for LEAs to accurately include or exclude students.    •Some LEAs are unaware of definitions, tip sheets, FAQs.	•Embed relevant information for questions in the user interface, such as definitions  and applicable FAQs on the data entry screen.    •Refine instructions and definitions to increase clarity.

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2013-14 Lessons Learned

Key Lessons Learned	Changes to the CRDC System
•Error reports were challenging to interpret and overwhelming to LEAs.    •One data element could trigger hundreds of errors.	•Make the error reports actionable with clear resolution pathways.    •Create pre-set “reason codes” to explain plausible cases where an error or warning may be triggered.
•SEAs often play an active role during the data collection, distributing information through established channels, offering TA, and a few even provide CRDC data already collected by the SEA.	•Design the submission system to better support the work of SEAs in the CRDC process.  Allow SEAs to pre-populate data through an online portal, give SEAs information about primary points of contact.
•OCR communications about the CRDC sometimes don’t make it to the intended recipient.    •LEAs also have to craft their own communication tools to describe the purpose and importance of the CRDC to others in the agency.	•Leverage existing communication channels where possible.    •Create a communications packet for LEAs to use to request data, explain the CRDC, and communicate the importance of the data collection.

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Resources for School Districts

• •Technical Assistance Materials for School Districts 

• • •How to select a primary point of contact 

  • •How to prepare for the CRDC 

  • •Data quality tips 

  • •And more available at crdc.grads360.org 

 

CRDC.GRADS360.ORG

 

 

 

Outreach Update: What We Are Hearing

• •A few districts are switching over from Web to flat-file for the first time.  Mentioning that the flat-file specs are easier to review this time.  

• •Districts appreciated seeing the new/optional items that will be collected for SY 13-14 and SY 15-16. Some of those items were not currently collected and they have started the process for collecting them for SY14-15. 

• •Great idea reaching out prior to collection opening up but  should gather feedback post collection to improve & implement suggestions for next collection. 

 

Flat File Instructions

• •Flat File Submission #1: Your first flat file upload contained just grades (K-3)  offered for 2 schools:  

SCH_ID	SCH_GRADE_KG	SCH_GRADE_G01	SCH_GRADE_G02	SCH_GRADE_G03
150003000135	Yes	Yes	Yes	Yes
150003000022	Yes	Yes	Yes	Yes

SCH_ID	SCH_GRADE_KG	SCH_GRADE_G01
150003000135	No	No
150003000022

SCH_ID	SCH_GRADE_KG	SCH_GRADE_G01	SCH_GRADE_G02	SCH_GRADE_G03
150003000135	No	No	Yes	Yes
150003000022	Yes	Yes	Yes	Yes

 

Flat File Instructions: “NS” Code

• •Flat File Submission #3: However, let’s assume that you discover the kindergarten grades offered information is wrong for these schools. Maybe pre-kindergarten was pulled by mistake and you want to “clear out” the previously submitted data, basically returning the data to the original default of “not submitted”.  By submitting a file with “NS”, you can clear out previously submitted data.  

SCH_ID	SCH_GRADE_KG	SCH_GRADE_G01	SCH_GRADE_G02	SCH_GRADE_G03
150003000135	NS
150003000022	NS

SCH_ID	SCH_GRADE_KG	SCH_GRADE_G01	SCH_GRADE_G02	SCH_GRADE_G03
150003000135		No	Yes	Yes
150003000022		Yes	Yes	Yes

 

Pilot Overview

• •Open to 50 LEAs (and SEAs) 

• •Goals:  

• • •Gather feedback on tool’s usability and functionality 

  • •Ensure skip patterns, validations, and all other key functionality of all modes of input – including flat file submissions- perform to the specifications. 

  • •Feedback will be prioritized and used to make decisions about needed changes for the immediate 2013-14 collection and for future collections 

• •Testing both online data entry and flat file upload 

• •Pilot data will not be saved for the official opening of the submission system. 

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Site Preview

Draft Screen Shots

 

Data “Modules”

• •DRAFT Mock-Ups 

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Module “Landing” Page

• •DRAFT Mock-Ups 

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Data Entry Screen

• •DRAFT Mock-Ups 

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File Upload Status

 

Business Rules

• •Three Levels:  

• • •Warning (FYI):  No action necessary to resolve warning 

• • • •Example: Non-consecutive grades (e.g. Preschool is checked yes, Grade 1 is checked yes but Kindergarten is checked no) 

  • •Warning (Comment/Reason Code Required):  Explanation required to certify 

    • •Example:  Schools with over 100 students reporting more than 50% of all students [male/female] receiving an expulsion. 

  • •Error:  Must be fixed prior to certification 

    • •Example: Alpha character in an integer field 

• •Types 

  • •Completion:  All required data elements are complete 

  • •Format – text, integer, decimal validation & length limit 

  • •Skip Condition – Consistency with skip logic rules 

  • •Reasonableness – Internal consistency checks 

  • •Validation against outside data - Checks against similar data sets (EDFacts membership, grades offered, etc.) – New for 2013-14 

 

Business Rules

• • •Data Element Rule: Gifted and talented enrollment (fall snapshot) for Female Hispanic students is greater than overall enrollment for Female Hispanic students (fall snapshot). 

• • • •Resolution happens at individual data element level. 

  • •Table Rule:  School characteristics question on whether the school primarily serves students with disabilities is checked yes, but IDEA and Section 504 enrollment in Overall Enrollment is zero.   

    • •Resolution happens at the table level, but we do not know which specific data element needs to be corrected (IDEA, 504, males or females), or if the school characteristics question needs to be corrected. 

  • •Submission Rule:  Sum of school-level enrollment is greater than or equal to 50,000 students and zero allegations of bullying or harassment are reported.  

 

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