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pdfIPRC Manual 5/29/2012 10:00AM - i
Higher Education Act
Title II
Institutional and Program Report
Card System (IPRC)
User Manual
May 2012
U.S. Department of Education
Office of Postsecondary Education
OMB Control No. 1840-0744 (expiration date: XX/XX/XXXX)
IPRC Manual 5/29/2012 10:00AM - ii
Paperwork Burden Statement
This is a required data collection. Response is not voluntary. According to the Paperwork Reduction Act of
1995, no persons are required to respond to a collection of information unless such collection displays a valid
OMB control number. The valid OMB control number for this information collection is 1840-0744 (expiration
date XX/XX/XXXX). The time required for institutions to complete this information collection is estimated to
average 146 hours per response, including the time to review instructions, search existing data resources, gather
the data needed, and complete and review the information collection. The time required for states to complete
this information collection is estimated to average 250 hours per response, including the time to review
instructions, search existing data resources, gather the data needed, and complete and review the information
collection. If you have any comments concerning the accuracy of the time estimate(s) or suggestions for
improving this form, please write to: U.S. Department of Education, Washington, DC 20202-4651. If you have
comments or concerns regarding the status of your individual submission of this form, write directly to: Assistant
Secretary, Office of Postsecondary Education, U.S. Department of Education, 1990 K Street, NW, Room 7115,
Washington, DC 20006.
IPRC Manual 5/29/2012 10:00AM - iii
Contents
Part I. Introduction to Title II Reporting
A.
B.
C.
D.
E.
F.
Introduction ................................................................................................................... 1
Reporting Requirements ............................................................................................... 2
Reporting Cycles ........................................................................................................... 3
Key Definitions ............................................................................................................. 4
General Information for IHE Reporting........................................................................ 5
Benefits to Using the IPRC System .............................................................................. 5
Part II. Using the IPRC System for Title II Reporting
A.
B.
C.
D.
Logging In and Logging Out ........................................................................................ 6
System Security .......................................................................................................... 12
System Features .......................................................................................................... 13
Report Navigation ....................................................................................................... 18
Part III. Completing the Title II Report
I.a
I.b.
I.c.
I.d.
I.e.
I.f.
II.
III.
IV
V.
VI.
VII.
VIII.
Program Information ................................................................................................... 22
Admissions Requirements .......................................................................................... 22
Program Enrollment .................................................................................................... 25
Supervised Clinical Experience .................................................................................. 28
Teachers Prepared ....................................................................................................... 30
Program Completers ................................................................................................... 33
Annual Goals and Assurances..................................................................................... 35
Pass Rates.................................................................................................................... 37
Low-Performing .......................................................................................................... 40
Use of Technology ...................................................................................................... 42
Teacher Training ......................................................................................................... 44
Contextual Information (Optional) ............................................................................. 46
Certification ................................................................................................................ 48
Printing Your Report ................................................................................................... 50
Updating User Account Information........................................................................... 51
Glossary ...................................................................................................................... 52
Contact Us ................................................................................................................... 53
Appendix A
Title II Tips for Reporting: Pass Rate Templates ............................... A-1
IPRC Manual 5/29/2012 10:00AM - iv
Tables
1.
2.
Types of responses by report section ...................................................................... 2
Data collection year/cycle by report section ........................................................... 3
Figures
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
Login screen ............................................................................................................ 6
Initial password change ........................................................................................... 8
Unlock Account ....................................................................................................... 9
Unlock Account Security Questions ..................................................................... 10
Forgot your username or password? Link ............................................................. 11
Log out .................................................................................................................. 12
Time-out warning .................................................................................................. 12
Radio buttons and text boxes ................................................................................ 14
Check boxes .......................................................................................................... 15
Insert/edit/delete .................................................................................................... 16
Web address .......................................................................................................... 17
Main menu............................................................................................................. 18
Change program .................................................................................................... 19
Instructions ............................................................................................................ 20
Institution/program information ........................................................................... 21
Section I.a Program Information ........................................................................... 22
Section I.b Admissions requirements .................................................................... 23
Section I.b Admissions requirements .................................................................... 24
Section I.c Enrollment ........................................................................................... 27
Section I.d Supervised clinical experience ............................................................ 29
Section I.e Teachers Prepared by Subject Area .................................................... 31
Section I.e Teachers Prepared by Academic Major .............................................. 32
Section I.f Program completers ............................................................................. 34
Section II Annual goals ......................................................................................... 36
Section III Assurances ........................................................................................... 36
Assessment pass rates............................................................................................ 38
Summary pass rates ............................................................................................... 39
Section IV Low-performing .................................................................................. 41
Section V Use of technology ................................................................................. 43
Section VI Teacher training .................................................................................. 45
Contextual information (Optional) ........................................................................ 47
Certification ........................................................................................................... 49
Print menu ............................................................................................................. 50
User account information ...................................................................................... 51
Glossary ................................................................................................................. 52
Contact us .............................................................................................................. 53
IPRC Manual 5/29/2012 10:00AM - 1
Part I: Introduction to Title II Reporting
A. Introduction
Sections 205 through 208 of Title II of the Higher Education Act (HEA), as amended in 2008,
(PL 110-315) call for accountability for programs that prepare teachers. Section 205 of Title II
requires reports from each institution of higher education (IHE) that conducts a traditional
teacher preparation program or an alternative route to state certification or licensure program
and that enrolls students receiving federal assistance under HEA (e.g., Title IV). In addition,
states must be able to report on alternative routes to teacher certification or licensure that are
operated by entities that are not institutions of higher education. The law can be accessed at
http://www2.ed.gov/policy/highered/leg/hea08/index.html.
A teacher preparation program is a state-approved course of study, the completion of which
signifies that an enrollee has met all the state’s educational and/or training requirements for
initial certification or licensure to teach in the state’s elementary, middle or secondary
schools. A teacher preparation program may be either a traditional program or an alternative
route to certification, as defined by the state. Also, it may be within or outside an institution of
higher education. For the purposes of Title II reporting, all traditional teacher preparation
programs at a single institution of higher education are considered to be a single program.
Likewise, all alternative routes to initial teacher certification are considered to be a single
program. The law requires institutions of higher education to submit timely and accurate
reports or risk a fine of up to $27,500.
Teacher preparation programs, both traditional and alternative, report to their states, which
report to the U.S. Department of Education. Since 2001, the Office of Postsecondary
Education at the U.S. Department of Education has collected data from states on teacher
preparation programs and their students, as well as states’ assessment and licensing of teacher
candidates.
While annual Title II reporting is required by law, the mechanisms IHEs use to report are
determined by the state. The Institutional and Program Report Card (IPRC) system is an
online tool by which IHEs and other organizations with state-approved teacher preparation
programs can meet the annual reporting requirements on teacher preparation, certification and
licensing mandated by Title II. If a state chooses to use the IPRC system, all IHEs in the state
must report to the state using this system. IHEs may need to develop their own internal
systems or processes to collect the necessary information to enter into the IPRC system.
This manual provides an overview of Title II reporting for IHEs, including reporting
requirements and cycles, key definitions and guidance on using the IPRC system. For
purposes of this manual, all entities reporting to their state under Title II will be referred to as
IHE(s). For technical assistance in using the IPRC, contact Westat at title2@westat.com or
877-684-8532. Additional technical assistance documents and information, such as frequently
asked questions, can be found at https://title2.ed.gov/TA.asp. For purposes of this manual, all
screenshots are informational and for display purposes only. Data shown in screenshots are
examples only and do not necessarily represent correct data.
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B. Reporting Requirements
Section 205(a) of Title II requires each IHE to report annually on:
Basic aspects of its teacher preparation program, such as admissions
requirements; number of students enrolled by gender, ethnicity and race;
information about supervised clinical experience; the number of students
prepared by academic major and subject area; and the number of program
completers;
Goals for increasing the number of teachers trained in shortage areas and
assurances about aspects of teacher training;
How well groups of students perform on initial state licensing and certification
assessments;
Approval or accreditation of the teacher preparation program and whether the
program is under a designation of “low-performing;” and
Information about preparing teachers to use technology, to participate as a
member of individualized education program teams and to teach students with
disabilities or who are limited English proficient.
Table 1 highlights each section of the report card and whether a narrative or numeric response
is required. A narrative response to a question may include checking yes or no, selecting from
a list of possible responses or typing a response in a text box. A numeric response asks for
you to type a number in a box or upload a data file. Sections may require only narrative
responses, only numeric responses or both types of responses.
Table 1. Types of responses by report section
Report Section
Program Information
Narrative
Numeric
Admissions requirements
Enrollment
Supervised clinical experience
Teachers prepared
Program completers
Annual goals
Assurances
Pass rates
Low-performing
Use of technology
Teacher training
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C. Reporting Cycles
The data elements required by Title II refer to different points in time. For example, admissions requirements are based on the most
current information available, while enrollment is based on a specific academic year. Table 2 shows each report section and the
corresponding data collection year/cycle for each reporting year.
Table 2. Data collection year/cycle by report section
2013
Most recent information
Most recent information
Academic year 2011-2012
Academic year 2011-2012
Academic year 2011-2012
Academic year 2011-2012
Reporting year
2014
Most recent information
Most recent information
Academic year 2012-2013
Academic year 2012-2013
Academic year 2012-2013
Academic year 2012-2013
2015
Most recent information
Most recent information
Academic year 2013-2014
Academic year 2013-2014
Academic year 2013-2014
Academic year 2013-2014
Academic year 2010-2011
Academic year 2009-2010
Academic year 2011-2012
Academic year 2010-2011
Academic year 2012-2013
Academic year 2011-2012
Academic year 2012-2013
Academic year 2011-2012
Academic year 2010-2011
Most recent information
Academic year 2011-2012
Academic year 2010-2011
Academic year 2009-2010
Academic year 2011-2012
Academic year 2013-2014
Academic year 2012-2013
Academic year 2011-2012
Most recent information
Academic year 2012-2013
Academic year 2011-2012
Academic year 2010-2011
Academic year 2012-2013
Academic year 2014-2015
Academic year 2013-2014
Academic year 2012-2013
Most recent information
Academic year 2013-2014
Academic year 2012-2013
Academic year 2011-2012
Academic year 2013-2014
Academic year 2011-2012
Academic year 2012-2013
Academic year 2013-2014
Low-performing
Use of technology
Most recent information
Most recent information
Most recent information
Most recent information
Most recent information
Most recent information
Teacher training
Most recent information
Most recent information
Most recent information
Report section
Program Information
Admission requirements
Enrollment
Supervised clinical experience
Teachers prepared
Program completers
Annual goals
Assurances
Pass rates–program completers
Pass rates–all enrolled students who have completed
nonclinical courses
Pass rates–other enrolled students
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D. Key Definitions
Below are some key definitions for Title II reporting. Additional definitions can be found in
the IPRC system’s glossary.
Academic year: A period of 12 consecutive months, starting September 1 and ending August
31.
Alternative route to certification or licensure: A teacher preparation program that primarily
serves candidates who are the teacher of record in a classroom while participating in
the route. Alternative route teacher preparation programs are defined as such by the
state.
Enrolled student: A student who has been admitted to a teacher preparation program, but who
has not yet completed the program.
Initial certification: The first teaching certificate or license issued to an individual. The
specific certificates or licenses classified as initial certification in each state are
defined by the state.
Program completer: A person who has met all the requirements of a state-approved teacher
preparation program. Program completers include all those who are documented as
having met such requirements. Documentation may take the form of a degree,
institutional certificate, program credential, transcript or other written proof of having
met the program’s requirements. In applying this definition, the fact that an individual
has or has not been recommended to the state for initial certification or licensure may
not be used as a criterion for determining who is a program completer.
Teacher preparation program: A state-approved course of study, the completion of which
signifies that an enrollee has met all the state’s educational and/or training
requirements for initial certification or licensure to teach in the state’s elementary,
middle or secondary schools. A teacher preparation program may be either a
traditional program or an alternative route to certification, as defined by the state.
Also, it may be within or outside an IHE. For the purpose of reporting, all traditional
teacher preparation programs at a single IHE are considered to be a single program.
Traditional teacher preparation program: A teacher preparation program that primarily
serves undergraduate students without prior teaching or work experience and leads at
least to a bachelor’s degree.1
1
Some traditional teacher preparation programs may lead to a teaching credential but not a degree. A traditional
teacher preparation program in the outlying areas may lead to an associate’s degree.
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E. General Information for IHE Reporting
Please note the following general reminders about IHE Title II reporting.
Your report is due on or before April 30.
The focus of Title II reporting is on initial teacher certification or licensure. When
gathering data and completing the report, do not include currently licensed
teachers who are earning additional licenses or endorsements, or licenses for
school staff other than classroom teachers (e.g., administrators, guidance
counselors).
IHEs must comply with all of the requirements outlined by their testing companies
for the calculation of pass rates. IHEs may need to provide program participant
information to the testing companies and work with the testing companies to verify
pass rate data.
The data reported in the IPRC system is at the aggregate level, not the individual
level.
States determine the classification of teacher preparation programs as traditional or
alternative.
IHEs with only traditional teacher preparation programs will submit one report for
traditional programs. IHEs with only alternative routes will submit one report for
alternative programs. IHEs with both traditional and alternative programs will
submit two reports—one for the traditional routes and one for the alternative
routes. The two reports are identical; the only distinction is the type of program
reporting.
IHEs are encouraged to use the text boxes throughout the report, and the optional
contextual section, to provide additional information to describe the teacher
preparation program and to provide context for the data being reported.
F. Benefits to Using the IPRC System
Using the IPRC data entry system is not required by law; however, it has been designed to
help IHEs, and ultimately states, with their data collection process. Benefits to using this
system include:
There is no cost to use this system.
This system allows users to work on the report at their own pace by saving data
electronically as they work.
Data submitted using this system will be pre-populated into the state report.
Narrative information entered in the previous year’s report will be pre-populated
in the following year’s report. Narrative information includes text typed into text
boxes, responses to yes/no questions and other non-numerical data.
The IPRC contains automated internal edit check functions to help users identify
missing or incomplete data.
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Part II: Using the IPRC System for Title II Reporting
A. Logging In and Logging Out
To log in to the on-line Title II Institutional and Program Report Card system (IPRC), follow
these steps:
1. Go to this Website: https://title2.ed.gov/Title2IPRC/default.aspx. You may want to
bookmark this Website or set it as a favorite for future reference.
2. Type the username and password given to you by Westat in the username and password
fields. Alternatively, you may want to copy and paste the username and password given to
you by Westat to ensure that they are entered correctly.
3. Click the box next to I have read and accept the terms and conditions of using this
system and click on the Continue button. You can also tab to the Continue button and
press Enter (see Figure 1). If you do not check this box, the system will not allow you to
log in. A pop-up box will appear reminding you to accept the terms and conditions of
using this system.
Figure 1. Login screen
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The first time you log into the IPRC, you will be prompted to change your password (see
Figure 2). Your new password must meet the following requirements:
Must be 8-15 characters in length;
Cannot be one of your last 6 IPRC passwords;
Cannot contain a symbol;
Must contain at least one letter;
Must contain at least one number;
Must be changed at least every 90 days.
Some examples of a password that meets the requirements are:
123MainSt
Elizabeth7
October31
eddd2796af
35flowers
Sum14mer
Use care when creating a new password. The IPRC will not warn you that your new password
may not meet the requirements. Entering a new password that does not meet the requirements
(e.g., is 16 characters) will allow you to continue into the IPRC, but the new password will
not work the next time you log in and may cause your account to be locked.
Usernames and passwords are case sensitive. Be sure that your Caps Lock is not on when you
are logging in.
When logging in, if you receive a message saying “Your username is invalid,” this indicates
that you have entered your username incorrectly. Be sure you are using your IPRC username
and password. Additionally, be sure that you are using this website to log into the IPRC:
https://title2.ed.gov/Title2IPRC/default.aspx. You can also access the IPRC from the Title II
homepage (https://title2.ed.gov), by clicking on the Submit Reports tab and selecting the
second item from the menu (Institutional and Program Report Card System).
IPRC accounts that are not used for more than 90 days are deactivated. Contact Westat
(title2@westat.com) to reactivate your account.
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Figure 2. Initial password change
After you have changed your password, you will see drop down menus containing security
questions that will allow you to access the IPRC in the event you get locked out of the system.
You will be required to set up your security questions at the initial password change screen by
selecting three different questions from the drop down menu in the Question 1, Question 2
and Question 3 boxes. After you have identified your questions, provide the answers in the
Answer 1, Answer 2 and Answer 3 boxes. Be sure to keep track of your security questions
and answers as you have provided in the system. If you need to use this feature in the future,
you will be required to provide the answers exactly as you have provided in this section.
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After you have successfully changed your password and setup your security questions and
answers, click Save to proceed (see Section II Part C. System Features for help with the
buttons).
During subsequent logins, if you enter an incorrect username and/or password, you will see a
message stating, “The username/password supplied is incorrect. Please check it before trying
again.” You may then re-enter the correct username and password to log in. If you enter an
incorrect username and/or password three times, you will be locked out of your account. The
incorrect logins do not necessarily happen consecutively. If you logged in incorrectly three
times during the last 12 hours, your account will be locked. This feature is for security
purposes; however, it means that you will not be able to access your account. In the event
that you get locked out of your account, you will be able to unlock your account via your
computer by answering the three security questions that you provided at your initial login. To
begin this process, enter your email address in the box provided (see Figure 3), click
Continue. You must ensure that you provide the email as it was listed in the IPRC account
information. If you provide anything different from what is on file, the IPRC system will not
be able to identify you, subsequently not allowing you to unlock your account.
Figure 3. Unlock Account
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After entering in your email address, the next screen will prompt you to answer your three
security questions (see Figure 4). Enter the correct answers to your security questions and
click Continue. After answering your security questions, you will be directed to the account
information page (Figure 2), where you will be required to change your password. Be sure to
follow all of the security requirements when resetting your password. Enter the new
password in the Password and Confirm Password boxes, then click Save. Your account has
now been unlocked and you are ready to navigate the IPRC system.
Figure 4. Unlock Account Security Questions
.
If you do not remember your username and/or password, click on the “Forgot your
Username or Password?” link (see Figure 5), and your login information will be sent to
you via email.
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Figure 5. Forgot your username or password? Link
In the top right-hand corner and bottom right-hand corner of each page, you will see a link
called Log out (see Figure 6). Click on this link when you want to log out of the system. This
will return you to the Login Page.
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Figure 6. Log out
B. System Security
For security purposes, only one username and password is distributed to each IHE or
program. Data are stored on a secure database running on a secure operating system and are
accessible only by use of a username and password; thus, you are prevented from viewing
others’ data during the reporting period.
The IPRC automatically logs you off the system after 20 minutes of inactivity (activity
includes moving to another page, saving the page, etc.). A time-out warning will notify you
that your session is about to expire (see Figure 7). If data are not saved or if inactivity
continues, the session will time out, and you will need to log back into the system. Data
should be saved at least every 15 minutes to avoid losing them.
Save your data at least every 15 minutes!
Figure 7. Time-out warning
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C. System Features
The following features can be found throughout the IPRC system:
Radio buttons
Text boxes
Check boxes
Buttons to
o Insert
o Edit
o Delete
o Check Spelling
o Save or
o Reset
Printer-friendly view
Contact us
Upload files
Radio buttons. You may choose only ONE response when using radio buttons. To select a
radio button, click on it with your mouse. Once a radio button is selected, the only way to
deselect it is to choose another radio button in that response.
Text boxes. Single-line text boxes are usually limited to the size of the displayed box. Multiline text boxes do not have a character limit; however, we encourage you to be brief, concise
and to the point when entering text. When referencing a Web address, include the entire
address (including “http://”). (See Figure 8 for an example of radio buttons and text boxes.)
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Figure 8. Radio buttons and text boxes
Text boxes
Radio
buttons
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Check boxes. You may choose more than one check box in a single response (see Figure 9).
To select a check box, click your mouse in the box (or using the Tab key, tab to the box and
press the space bar). To deselect a box, click your mouse in the box (or press the space bar)
again.
Figure 9. Check boxes
Check boxes
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Insert/Edit/Delete. To add new entries, click Insert. To view or modify an existing entry,
click Edit. To delete an entry, click Delete. You will see an alert box asking if you are sure
you want to delete this item. Click on OK to delete the item, or click on Cancel if you do not
want to delete the item. (see Figure 10).
Figure 10. Insert/edit/delete
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Some sections ask for a website. Enter the Web address, including “http://” (see Figure 11).
Figure 11. Web address
Buttons. One or more buttons are at the bottom of each survey section. Please make special
note of the following two buttons: Save and Reset. A description of each is below.
Save:
Reset:
Selecting this button saves data in the section and keeps you in that
section. If you will be working on the same section for a long time, we
recommend that you save your data at least every 15 minutes (see
Security). Use this button to save your data periodically as you work
through a section.
This button will reset all fields in the section to their last saved value.
For example, if you make changes to a saved section but do not want to
save the changes, use the Reset button. The section will return to how it
appeared the last time you saved it.
Check Spelling. If you want to check the spelling in a section, click on the button at the
bottom of the page marked, "Check Spelling." A new window will open that lists spelling
errors and suggests replacements. This feature is similar to those used in word processing
programs. In order for the spell-check feature to work properly, your browser must allow popup windows. Please disable any pop-up blockers to use this feature.
Glossary. If you want to check the definition of a word listed in the glossary, click on the
Glossary link at the top or bottom of the page. A new window will open with the glossary.
Printer-Friendly View. To print the current section of the report, click on the printer-friendly
view link at the top or bottom of the page. A new window will open with the report section
that is formatted for printing. To print the section, use your browser print function. You
cannot enter data in printer-friendly view; you can only view the questions and data that have
been entered. The feature is helpful for printing a section after you complete it so that you can
review your work.
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Contact Us. If you need technical assistance with this Website, click the Contact Us link. A
new window will open with email and telephone contact information. Contact your state Title
II coordinator with questions about your responses.
Upload Files. Some sections allow you to upload files. You will first need to select the file
that you want to upload and then click the upload button.
D. Report Navigation
Once you log into the IPRC, you will be able to access all sections of the report (see Figure
12). You can access any section of the survey by clicking the links on the left side of the page.
You can also access other information, such as the instructions and glossary. Questions
included in the report come from the reporting requirements in Title II. Each reporting section
contains a reference to the specific section of the law requiring the question(s) (e.g.,
(§205(a)(1)(C)(i))) and a link to the law for your reference.
Figure 12. Main menu
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Change Program
IHEs that need to complete both a traditional and an alternative route report can select which
report to complete after logging into the IPRC system. (see Figure 13). Select the report you
would like to complete by clicking the Traditional or Alternative, IHE based link.You can
toggle between the two reports by clicking Change to Traditional Report or Change to
Alternative, IHE based Report on the left side menu. You will be brought to the Welcome
screen each time you switch between the two reports. IHEs that need to complete only one
type of report will not have access to both report types. At the top and bottom of each page is
an indication of what report you are completing. The name of your IHE is shown, along with
the type of report (traditional or alternative) and the academic year that is considered to be the
“current” academic year that you are reporting on. Be sure that you are in the correct report
before you enter data.
Figure 13. Change program
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Instructions
From the left side of the page, click on the link for Instructions. This page provides basic
information about the Title II reporting and the IPRC system and also provides links to other
resources (see Figure 14). You will find links to the User Manual here.
Figure 14. Instructions
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Institution/Program Information
The individual listed on the Institution/Program Information page (see Figure 15) will be
shown in the report card as the contact person for members of the public who would like more
information. Review the contact information each year and update as necessary. If your
institution is a member of a Teacher Quality Enhancement (TQE) partnership grant, click the
Yes radio button and enter the TQE partnership name or grant number. If your institution is
not part of a TQE partnership grant, click the No radio button and do not enter anything into
the TQE partnership name or grant number box. Once you have entered information in this
section, choose the appropriate button (Save, Reset) at the bottom of the page.
Figure 15. Institution/program information
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Section III: Completing the Title II Report
Section 1.a Program Information
Click on the link on the left side menu for Section 1.a Program Information. List each
teacher preparation program included in your traditional route; IHE-based alternative route; or
not IHE-based alternative route, and provide the total count of teacher preparation programs.
Indicate if your program or programs participate in a Teacher Quality Partnership Grant
awarded by the U.S. Department of Education as described at
http://www2.ed.gov/about/offices/list/oii/tqp/index.html., by clicking the radio button next to
the appropriate “yes”/”no” response.
Figure 16. Section 1.a Program Information
(Screenshot not available)
Section I.b. Admissions Requirements
Click on the link on the left side menu for Section I.b Admissions Requirements. Yes/no
questions require you to choose either “yes” or “no” as your response. Click the radio button
next to your response. To change your response, click the radio button for the other response.
Indicate whether each element is required for admission into or exit out of any of your initial
teacher certification program(s) at either the undergraduate or postgraduate level (see Figure
16). If all of the requirements are applicable, you can select Check all Yes, or you can select
Check all No if none of the requirements are applicable. These selections can be found under
the heading for both undergraduate and postgraduate column headings. If all of the
requirements are applicable but one or two, you can click Check all Yes and then click No on
the one or two elements that are not required. If there are no initial teacher certification
programs at either the undergraduate level or postgraduate level, click the appropriate box at
the top of the page. This will make the corresponding column inactive.
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Figure 17. Section I.b Admissions Requirements
(Updated screenshot not available)
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In this section, provide additional information about admissions requirements, including your
institution/program Website, timeframe when students are formally admitted into the program
and whether your institution conditionally admits students. If you feel there is a need to enter
any additional narrative regarding your admissions process, enter this information into the
contextual box, as seen in Figure 18. This text box does not have a character limit; however,
we encourage you to be brief, concise and to the point when entering text. Once you have
entered information in the Admissions Requirements section, save your data using the Save
button at the bottom of the page.
Figure 18. Section 1.b Admissions Requirements
You can enter data on a rolling basis, so you do not necessarily need to complete Section I.b
before moving on to the next section. You can respond to one or two questions in this section,
save your data and then navigate to another section of the report. However, if this section is
not complete when you click the Save button, you will get a pop-up reminder with a list of
questions that still need to be answered. The data you have entered have been saved, but
additional questions may need to be answered before you complete and submit your report.
This reminder is generated in real time, so each time you respond to a question, the question
will be removed from the list.
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Section I.c. Enrollment
On the left side of the page, click on the link for Section I.c Enrollment.
In this section, provide the number of students enrolled in the teacher preparation program by
category (see Figure 19). Do not report on the total number of students enrolled in your entire
institution, only include students enrolled in the initial teacher preparation program. Do not
include currently licensed teachers who are earning additional licenses or endorsements, or
individuals preparing for school-based careers other than classroom teachers (e.g.,
administrators, guidance counselors). For purposes of Title II reporting, the definition of an
enrolled student is a student who has been admitted to a teacher preparation program, but who
has not yet completed the program.
The ethnicity category includes the number of Hispanic/Latino students of any race. The race
category includes includes the number of students who are American Indian or Alaska Native,
Asian, Black or African American, Native Hawaiian or Pacific Islander, White or Two or
more races. Unknown, missing, other or other reporting categories are not permitted. Please
note that you must report on the number of students by ethnicity and race separately.
Individuals who are non-Hispanic/Latino will be reported in the race categories. Be sure to
include non-resident aliens in the appropriate categories.
The following examples may be helpful in understanding how the reporting will work.
Example 1: An enrolled student self-identifies as Hispanic/Latino and as Asian. This
individual is reported only in the Hispanic/Latino category.
Example 2: An enrolled student self-identifies as Hispanic/Latino and as Asian and Black or
African American. This individual is reported only in the Hispanic/Latino category.
Example 3: An enrolled student self-identifies as non-Hispanic/Latino and as Native
Hawaiian or Other Pacific Islander. This individual is reported in the Native Hawaiian or
Other Pacific Islander category.
Example 4: An enrolled student self-identifies as non-Hispanic/Latino and as American
Indian or Alaska Native and White. This individual is reported in the two or more races
category.
It is understood that asking individuals to report on their race/ethnicity is optional in many
places. Students should not be forced to report, and an ethnic/racial categorization should not
be imposed or assumed. You will report on the race/ethnicity data that you have available,
though the data may not be complete. Also, it is not expected that the sum of the enrolled
students reported by race/ethnicity will equal the total number of students enrolled. For
guidance from the U.S. Department of Education on the collection and reporting of racial and
ethnic data, please see http://edocket.access.gpo.gov/2007/pdf/E7-20613.pdf.
Similarly, asking individuals to report on their gender is optional in some places. Students
should not be forced to report, and gender categorization should not be imposed or assumed.
You will report on the gender data that you have available, though the data may not be
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IPRC Manual 5/29/2012 10:00AM - 26
complete. Also, it is not expected that the sum of the enrolled students reported by gender will
equal the total number of students enrolled.
Once you have entered information in the enrollment section, save your data using the Save
button at the bottom of the page.
You will receive an error message in the following situations:
The information entered is not a whole number.
The value of any race and ethnicity category is higher than the count given for
total enrollment.
If you get an error message, go back and update your data and click the Save button. You will
be able to save your work; however, your report will not be eligible for certification until the
errors are cleared.
You can enter data on a rolling basis, so you do not necessarily need to complete Section I.c
before moving on to the next section. You can respond to one or two questions in this section
save your data and then navigate to another section of the report. If this section is not
complete when you click the Save button, you will get a pop-up reminder with a list of
questions that still need to be answered. The data you have entered have been saved, but
additional questions may need to be answered before you complete and submit your report.
This reminder is generated in real time, so each time you respond to a question, the question
will be removed from the list.
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Figure 19. Section 1.c Enrollment
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Section I.d. Supervised Clinical Experience
On the left side of the page, click on the link for Section I.d Supervised Clinical
Experience.
In this section, provide information about supervised clinical experience. The activities that
constitute supervised clinical experience will vary by state. If you are unsure about what to
report in this section, please contact your state Title II coordinator.
If you feel there is a need to enter any additional narrative regarding supervised clinical
experience, enter this information into the text box, as seen in Figure 20. This text box does
not have a character limit; however, we encourage you to be brief, concise and to the point
when entering text.
Once you have entered information in the supervised clinical experience section, save your
data using the Save button at the bottom of the page.
You will receive an error message in the following situations:
The information entered is not a number
If you get an error message, go back and update your data and click the Save button. You will
be able to save your work; however, your report will not be eligible for certification until the
errors are cleared.
You can enter data on a rolling basis, so you do not necessarily need to complete Section I.d
before moving on to the next section. You can respond to one or two questions in this section
save your data and then navigate to another section of the report. If this section is not
complete when you click the Save button, you will get a pop-up reminder with a list of
questions that still need to be answered. The data you have entered have been saved, but
additional questions may need to be answered before you complete and submit your report.
This reminder is generated in real time, so each time you respond to a question, the question
will be removed from the list.
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IPRC Manual 5/29/2012 10:00AM - 29
Figure 20. Section I.d Supervised clinical experience
(Updated screenshot not available)
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Section I.e. Teachers Prepared
On the left side of the page, click on the link for Section I.e. Teachers Prepared Subject
Area (figure 21) or Section 1.e Teachers Prepared Academic Major (figure 22).
In this section, provide the number of teachers prepared by academic major and subject area
for academic year 2011-2012. For the purposes of this section, only include individuals who
are program completers. An individual can be counted in more than one academic major. If no
individuals were prepared in a particular academic major, please leave that cell blank.
“Subject area” refers to the area in which individuals are prepared to teach. For each subject
area listed, provide the number of individuals prepared by your program. Please choose the
subject area(s) that best fit the areas in which teachers are prepared. Individuals may be
counted more than once. For example, if an individual is prepared to teach Elementary
Education and Mathematics, that individual should be counted in both subject areas. You may
leave a cell blank if no individuals were prepared in a particular subject area.
“Academic major” refers to the actual major granted to an individual. Academic majors vary
from one IHE or teacher preparation program to the next; please choose the academic majors
that most closely match the majors offered by your institution. For example, if an individual
majored in Geology, that individual should be counted in the “Geological and Earth
Sciences/Geosciences” academic major, even though the name of the major does not match
exactly. Please note that the list of majors includes several “Teacher Education” majors, as
well as several non-education majors. Please use care in entering your majors to ensure
education-specific majors and non-education majors are counted correctly. For example, if an
individual majored in Chemistry, that individual should be counted in the “Chemistry”
academic major category rather than the “Teacher Education – Chemistry” category. Please
also note that individuals may be counted more than once. For example, if an individual
majors in Secondary Math Education, that individual should be counted in the “Teacher
Education - Secondary Education” academic major category, as well as the “Teacher
Education – Mathematics” category. You may leave a cell blank if no individuals were
prepared in a particular academic major.
Please use the “Other” categories sparingly, if there is no similar subject area or academic
major listed. Please use the text box to describe the breakdown of any subject areas or
academic majors listed in the “Other” categories.
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Figure 21. Section I.e Teachers Prepared by Subject Area
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Figure 22. Section I.e Teachers prepared by Academic Major
You will receive an error message in the following situations:
The information entered for number prepared is not a whole number.
If you enter a number row in “Other”, but do not specify subject area/academic
major
If you specify a subject area/academic major in “Other”, but do not enter a number
If you get an error message go back and update your data and click the Save button. You will
be able to save your work; however, your report will not be eligible for certification until the
errors are cleared.
You can enter data on a rolling basis, so you do not necessarily need to complete Section I.e
before moving on to the next section. You can respond to one or two questions in this section
save your data and then navigate to another section of the report. The data you have entered
have been saved, but additional questions may need to be answered before you complete and
submit your report. This reminder is generated in real time, so each time you respond to a
question, the question will be removed from the list.
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Section 1.f. Program Completers
On the left side of the page, click on the link for Section I.f Program Completers.
In this section, report the number of program completers for the three academic years shown
(see Figure 23). Program completer is defined as a person who has met all the requirements
of a state-approved teacher preparation program. Program completers include all those who
are documented as having met such requirements. Documentation may take the form of a
degree, institutional certificate, program credential, transcript or other written proof of having
met the program’s requirements. In applying this definition, the fact that an individual has or
has not been recommended to the state for initial certification or licensure may not be used as
a criterion for determining who is a program completer.
Once you have entered information in the program completer section, choose the appropriate
button (Save, Reset) at the bottom of the page.
You will receive an error message in the following situations:
The information entered is not a whole number.
If you get an error message, go back and update your data and click the Save button. You will
be able to save your work; however, your report will not be eligible for certification until the
errors are cleared.
You can enter data on a rolling basis, so you do not necessarily need to complete Section I.f
before moving on to the next section. You can respond to one or two questions in this section
save your data and then navigate to another section of the report. If this section is not
complete when you click the Save button, you will get a pop-up reminder with a list of
questions that still need to be answered. The data you have entered have been saved, but
additional questions may need to be answered before you complete and submit your report.
This reminder is generated in real time, so each time you respond to a question, the question
will be removed from the list.
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IPRC Manual 5/29/2012 10:00AM - 34
Figure 23. Section I.f Program completers
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Section II. Annual Goals and Assurances
Section II is divided into two parts. The first part asks about annual goals; the second is about
assurances. Select the link on the left to complete Section II. Annual Goals (see Figure 24)
or Section II Assurances (see Figure 25).
When completing the Annual Goals section, be sure to provide the following information for
each teacher shortage area:
Enter the academic year in the correct format (e.g., 2008-09).
Enter your numeric goal in the Goal box. The goal can be in the form of a number
(e.g., 10) or a percent (e.g., 2%). IHEs that do not have a teacher preparation
program in an area can enter NA for that area in the Goal box.
Check Yes or No to indicate if the goal was met.
Enter a description of the strategies used to achieve the goal.
Enter a description of steps to improve your performance in meeting the goal or
lessons learned in meeting the goal.
The Other shortage area row can be used when you have a shortage area other than the ones
shown. Your state may have specified other shortage areas applicable to your state.
If you would like to enter any additional narrative regarding your annual goals, enter these
data into the contextual box at the end of the section. This text box does not have a character
limit; however, we encourage you to be brief, concise and to the point when entering text.
In the Assurances section, check Yes or No for each statement. In the text box, describe your
institution’s most successful strategies in meeting the assurances. You can also use this box
and the optional contextual information section (Section VII) to provide context for your
responses.
As you enter information into each of these sections, choose the appropriate button (Save,
Reset) at the bottom of the page.
You can enter data on a rolling basis, so you do not necessarily need to complete Section II
before moving on to the next section. You can respond to one or two questions in this section
save your data and then navigate to another section of the report. If the section is not
complete when you click the Save button, you will get a pop-up reminder with a list of
questions that still need to be answered. The data you have entered have been saved, but
additional questions may need to be answered before you complete and submit your report.
This reminder is generated in real time, so each time you respond to a question, the question
will be removed from the list.
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IPRC Manual 5/29/2012 10:00AM - 36
Figure 24. Section II Annual goals
(Updated screenshot not available)
Figure 25. Section II Assurances
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Section III. Pass Rates
This section allows users to provide the information on the performance of the students in
their teacher preparation program on each initial teacher certification or licensure assessment
used in the state.
The following points are important to remember when reporting these data:
This information will be provided to you by the state or the testing company or
companies.
In cases where a student has taken a given assessment more than once, the highest
score on that test must be used in the pass rate calculation.
There must be at least 10 students in each group taking the same assessment in an
academic year for data on that assessment to be reported; for summary data, there
must also be at least 10 students (although not necessarily taking the same
assessment) for data to be reported.
In cases where there are less than 10 students taking the same assessment and the
assessment pass rate is not reported, those students must be included in the
summary data.
Enrolled students are those students admitted to the teacher preparation program
who have not yet completed the program.
Not all groups of students will be applicable to every IHE. For example, if your
IHE has interwoven clinical and nonclinical elements into every course so that
there are no “nonclinical courses,” the “all enrolled students who have completed
all nonclinical courses” group would not apply, and you would not report any data
in this group.
In the case of a teacher preparation program with fewer than 10 scores reported on
any single initial teacher certification or licensure assessment during an academic
year, the program shall collect and publish information with respect to an average
pass rate and scaled score on each state certification or licensure assessment taken
over a three-year period.
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NEW FOR 2012
Westat will be working directly with states and testing companies to obtain pass rate files for each
teacher preparation program. Once the final pass rate files have been received, Westat will load the
pass rates into each report. It is estimated that this process should be complete by mid-April 2012, at
which time you should be able to view your institution’s pass rates. To view your pass rates, click
Section III Assessment Pass Rates (figure 26) or Section III Summary Pass Rates (figure 27), You
will need to review and verify your pass rates before certifying your report.
Figure 26. Assessment pass rates
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IPRC Manual 5/29/2012 10:00AM - 39
Figure 27. Summary pass rates
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Section IV. Low-Performing
From the left side of the page, click on the link for Section IV Low-Performing (see Figure
28).
In this section, provide information about the approval or accreditation of your teacher
preparation program.
Each state has its own state-specific definition of low performing. Confer with your state to
determine if your program meets your state’s definition.
Yes/no questions require you to choose either “yes” or “no” as your response. Click the radio
button next to your response. To change your response, click the radio button for the other
response.
A question with a list of responses allows to you choose more than one response, as
applicable. Click the box next to one or more of your responses. To change your response,
click the box again. If you choose “other” as your response, you must provide more
information in the “specify” box.
Once you have entered information in this section, choose the appropriate button (Save,
Reset) at the bottom of the page.
You can enter data on a rolling basis, so you do not necessarily need to complete Section IV
before moving on to the next section. You can respond to one or two questions in this section
save your data and then navigate to another section of the report. If this section is not
complete when you click the Save button, you will get a pop-up reminder with a list of
questions that still need to be answered. The data you have entered have been saved, but
additional questions may need to be answered before you complete and submit your report.
This reminder is generated in real time, so each time you respond to a question, the question
will be removed from the list.
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IPRC Manual 5/29/2012 10:00AM - 41
Figure 28. Section IV Low-performing
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Section V. Use of Technology
From the left side of the page, click on the link for Section V Use of Technology (see Figure
29).
In this section, provide information about the use of technology in the teacher preparation
program. Yes/no questions require you to choose either “yes” or “no” as your response. Click
the radio button next to your response. To change your response, click the radio button for the
other response. If any unit or department of the teacher preparation program would respond
“yes” to an item, respond “yes” for the entire teacher preparation program and explain any
exceptions in the text box.
The text box does not have a character limit; however, we encourage you to be brief, concise
and to the point when entering text. Use the Check Spelling button to check your spelling
in this section.
Once you have entered information in this section, choose the appropriate button (Save,
Reset) at the bottom of the page.
You can enter data on a rolling basis, so you do not necessarily need to complete Section V
before moving on to the next section. You can respond to one or two questions in this section
save your data and then navigate to another section of the report. If this section is not
complete when you click the Save button, you will get a pop-up reminder with a list of
questions that still need to be answered. The data you have entered have been saved, but
additional questions may need to be answered before you complete and submit your report.
This reminder is generated in real time, so each time you respond to a question, the question
will be removed from the list.
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Figure 29. Section V Use of technology
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Section VI. Teacher Training
From the left side of the page, click on the link for Section VI Teacher Training (see Figure
30).
In this section, provide information about the preparation of both general and special
education teachers. Be sure to scroll to the bottom of the page to respond to all items in this
section.
Yes/no questions require you to choose either “yes” or “no” as your response. Click the radio
button next to your response. To change your response, click the radio button for the other
response. If any unit or department of the teacher preparation program would respond “yes” to
an item, respond “yes” for the entire teacher preparation program and explain any exceptions
in the text box. The special education items include a “Program does not prepare special
education teachers” response. Use this response if your institution does not have a program to
prepare special education teachers.
The text box does not have a character limit; however, we encourage you to be brief, concise
and to the point when entering text. Use the Check Spelling button to check your spelling
in this section.
Once you have entered information in this section, choose the appropriate button (Save,
Reset) at the bottom of the page.
You can enter data on a rolling basis, so you do not necessarily need to complete Section VI
before moving on to the next section. You can respond to one or two questions in this section
save your data and then navigate to another section of the report. If this section is not
complete when you click the Save button, you will get a pop-up reminder with a list of
questions that still need to be answered. The data you have entered have been saved, but
additional questions may need to be answered before you complete and submit your report.
This reminder is generated in real time, so each time you respond to a question, the question
will be removed from the list.
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Figure 30. Section VI Teacher training
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Section VII. Contextual Information (Optional)
From the left side of the page, click on the link for Section VII Contextual Information (see
Figure 31).
This section is optional; it can be used to provide supplementary information. In this section,
you can provide any additional information that describes your teacher preparation program(s)
or gives context for the responses you provided throughout your report. Use the Check
Spelling button to check your spelling in this section.
You may also attach information to this report card. If you do attach supplementary
information, please note you can only upload Microsoft Word, Microsoft Excel or Adobe
PDF documents.
When uploading a document, click the Browse button to navigate your computer and select a
document. Once you have selected your document, click open. Click the Upload button to
finish the upload process. In the Link Text box, provide a brief title or description of the
document. The files you upload will be listed as links in your report card. Upload files in the
order that you'd like them to appear.
Once you have entered information in this section, choose the appropriate button (Save,
Reset) in the middle of the page.
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IPRC Manual 5/29/2012 10:00AM - 47
Figure 31. Section VII Contextual information (Optional)
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Section VIII. Certification
On the left side of the page, click on the link for Section VIII Certification (see Figure 32).
Upon entering this section, the system will run a check to ensure the report is complete. If the
report is not complete, the system will present a list of questions that have been left
unanswered. You can click on the link to the section(s) listed to bring you directly to the page
where there are unanswered questions. Data verification features have been implemented to
assist you in ensuring the quality and accuracy of the information being reported. The data
verification report, which provides edit check information, is generated in real time and is
always available in Section VIII; you do not need to certify your report in order to view the
edit check information.
When all sections of the report have been completed, and the report has been reviewed by the
appropriate person (e.g., university president), you are ready to certify your report. Select the
check box under Certification of submission. Enter your name and title. Select the check box
under Certification of review of submission. Enter the name and title of the reviewer.
Checking these boxes indicates that the report is complete and that the information in the
report is accurate. Finally, click the Certify and Submit Report Card button. Do not click
this button until you are ready to submit your completed report. You will no longer have
access to your report in order to edit it, so be sure that the report is complete before it is
certified.
When this section is complete, the system will automatically send you an email indicating that
the certification process is complete. The state Title II coordinator will receive a copy of this
email. In order for the e-mail verification of data certification to work properly, your browser
must allow pop-up windows. Please disable any pop-up blockers to use this feature. Be sure to
follow any other report certification procedures specified by your state.
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Figure 32. Certification
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Printing Your Report
From the left side of the page, click on the Print Report Card link. From here (see Figure
33), you may print your complete report. To print the report, use your browser print function.
For example, if you are using Internet Explorer, you should see a Print button at the top of
your browser window. Click on this button to print the report or click on File from the menu
at the top of the screen and then choose Print. You cannot enter data in this section, you can
only view the questions and data that have been entered.
Depending on your window or browser settings, some sections (Section III, for example) will
print better in landscape format. Also, many of the sections can be quite lengthy. Printing the
entire report at once may take several minutes. You must wait for entire report to load on the
screen before printing. It is recommended that you print a copy of your report after you
complete it and keep it for your records. Alternatively, if you have access to a PDF program,
you can create and save a PDF version of your report.
Figure 33. Print menu
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Updating User Account Information
From the left side of the page, click on the Account Information link. From here (see Figure
34), you may update your contact information, user name and password.
Once you have entered information in this section, choose the appropriate button (Save) at the
bottom of the page.
Figure 34. User account information
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Glossary
For your reference, the glossary can be found by clicking Glossary link on the left side menu
or at the top or bottom of each page. (See Figure 35). A new window will open with the
Glossary.
Figure 35. Glossary
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Contact Us
For your reference, contact information can be found by clicking Contact Us link on the left
side menu. (See Figure 36). Contact Westat for technical assistance in using this system.
Contact your state Title II coordinator with questions about your responses.
Figure 36. Contact us
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IPRC Manual 5/29/2012 10:00AM – A-1
Appendix A
Title II Tips for Reporting
Pass Rate Templates
Section 205 of Title II of the Higher Education Act (as amended in 2008) requires teacher
preparation programs to report data on the assessments used for teacher certification or
licensure by the state. These data include the number of test takers, the number who passed,
the pass rate, the average scaled score and the minimum passing score for each assessment.
States must report these data for each IHE (traditional and alternative routes) and non-IHEbased alternative route. For Title II reporting, all traditional teacher preparation programs at a
single IHE are to be considered a single program. Similarly, all alternative routes at a single
IHE are to be considered a single program.
Pass rate data will be reported at the single assessment level and at the summary level. At the
single assessment level, pass rate data for each assessment taken by each group of students
will be aggregated into a state summary pass rate. At the summary level, the pass rate data for
each completer group will be aggregated to present the percentage of students who passed all
tests they took for their area of specialization among those who took one or more tests in their
specialization areas. Summary pass rates will not be computed for the enrolled groups of
students as it is expected that they will not have declared their area of specialization, and the
number and types of tests required for their areas of specialization would be unknown. The
pass rate data for the traditional routes will be reported separately from the pass rate data for
the alternative routes.
Data templates are provided to report pass rates and related data. These templates are
provided in Excel format (.xls) and are required to be used to report pass rate data. You can
also download a data template from the institutional (IPRC) or state (STRC) reporting
systems. Once you have downloaded and saved a file, you can work in that file without being
logged into the reporting system.
Pass rate files will undergo rigorous system checks as they are uploaded. Any errors will be
reported immediately to you in an error message. Some errors will prevent you from
uploading the file(s). Some errors must be corrected after the file is uploaded. To avoid these
errors, please review the checklist before submitting or uploading pass rate files.
A-1
IPRC Manual 5/29/2012 10:00AM – A-2
Variables
GROUP
1
2
3
4
5
6
DESCRIPTION
All enrolled students who have completed all nonclinical courses
Other enrolled students
All program completers, current year
All program completers, prior year
All program completers, two years prior
All program completers, combined three years (summary pass rate files only)
TESTCOMPANY
1
2
3
4
5
98
99
DESCRIPTION
Educational Testing Service (ETS)
Evaluation Systems group of Pearson
College Board
American Board for Certification of Teacher Excellence (ABCTE)
American Council on the Teaching of Foreign Languages (ACTFL)
State
Other
Table D1
Use for: single assessment pass rates for traditional teacher preparation programs within IHEs
Filename: TableD1.xls
Max
Length
Field Name
Description
INSTCODE
Unique code to identify the institution
INSTNAME
Name of the institution
ASSESSMENTCODE
Unique code to identify the assessment
ASSESSMENTNAME
Name of the assessment
TESTCOMPANY
Field Type
6
Text
100
Text
8
Text
50
Text
Use code to identify test company
8
Numeric
LOWSCORE
Lowest possible score on assessment
8
Numeric
HIGHSCORE
Highest possible score on assessment
8
Numeric
CUTSCORE
Minimum passing score on assessment
8
Numeric
GROUP
Use code to identify status of students
8
Numeric
TAKERS
Number of test takers
8
Numeric
AVGSCALED
Average scaled score on assessment
8
Numeric
PASSERS
Of total test takers, number who passed
8
Numeric
PASSRATE
Percentage of test takers who passed
8
Numeric
STAVGPASSRATE
Statewide pass rate on assessment
8
Numeric
STAVGSCALED
Statewide average scaled score on assessment
8
Numeric
A-2
IPRC Manual 5/29/2012 10:00AM – A-3
Variables continued
Table D2
Use for: summary pass rates for traditional teacher preparation programs within IHEs
Filename: TableD2.xls
Max
Length
Field Name
Description
Field Type
INSTCODE
Unique code to identify the institution
INSTNAME
Name of the institution
GROUP
Use code to identify status of students
8
Numeric
TAKERS
Number of test takers
8
Numeric
PASSERS
Of total test takers, number who passed
8
Numeric
PASSRATE
Percentage of test takers who passed
8
Numeric
STAVGPASSRATE
Statewide summary pass rate
8
Numeric
6
Text
100
Text
Table D3
Use for: single assessment pass rates for alternative teacher preparation programs within IHEs
Filename: TableD3.xls
Max
Length
Field Name
Description
INSTCODE
Unique code to identify the institution
INSTNAME
Name of the institution
ASSESSMENTCODE
Unique code to identify the assessment
ASSESSMENTNAME
Name of the assessment
TESTCOMPANY
LOWSCORE
Field Type
6
Text
100
Text
8
Text
50
Text
Use code to identify test company
8
Numeric
Lowest possible score on assessment
8
Numeric
HIGHSCORE
Highest possible score on assessment
8
Numeric
CUTSCORE
Minimum passing score on assessment
8
Numeric
GROUP
Use code to identify status of students
8
Numeric
TAKERS
Number of test takers
8
Numeric
AVGSCALED
Average scaled score on assessment
8
Numeric
PASSERS
Of total test takers, number who passed
8
Numeric
PASSRATE
Percentage of test takers who passed
8
Numeric
STAVGPASSRATE
Statewide pass rate on assessment
8
Numeric
STAVGSCALED
Statewide average scaled score on assessment
8
Numeric
A-3
IPRC Manual 5/29/2012 10:00AM – A-4
Variables continued
Table D4
Use for: summary pass rates for alternative teacher preparation programs within IHEs
Filename: TableD4.xls
Max
Length
Field Name
Description
Field Type
INSTCODE
Unique code to identify the institution
INSTNAME
Name of the institution
GROUP
Use code to identify status of students
8
Numeric
TAKERS
Number of test takers
8
Numeric
PASSERS
Of total test takers, number who passed
8
Numeric
PASSRATE
Percentage of test takers who passed
8
Numeric
STAVGPASSRATE
Statewide summary pass rate
8
Numeric
6
Text
100
Text
Table D5
Use for: single assessment pass rates for alternative teacher preparation programs outside of IHEs
Filename: TableD5.xls
Max
Length
Field Name
Description
INSTCODE
Unique code to identify the institution
INSTNAME
Name of the institution
ASSESSMENTCODE
Unique code to identify the assessment
ASSESSMENTNAME
Name of the assessment
TESTCOMPANY
LOWSCORE
Field Type
6
Text
100
Text
8
Text
50
Text
Use code to identify test company
8
Numeric
Lowest possible score on assessment
8
Numeric
HIGHSCORE
Highest possible score on assessment
8
Numeric
CUTSCORE
Minimum passing score on assessment
8
Numeric
GROUP
Use code to identify status of students
8
Numeric
TAKERS
Number of test takers
8
Numeric
AVGSCALED
Average scaled score on assessment
8
Numeric
PASSERS
Of total test takers, number who passed
8
Numeric
PASSRATE
Percentage of test takers who passed
8
Numeric
STAVGPASSRATE
Statewide pass rate on assessment
8
Numeric
STAVGSCALED
Statewide average scaled score on assessment
8
Numeric
A-4
IPRC Manual 5/29/2012 10:00AM – A-5
Variables continued
Table D6
Use for: summary pass rates for alternative teacher preparation programs outside of IHEs
Filename: TableD6.xls
Max
Length
Field Name
Description
INSTCODE
Unique code to identify the institution
INSTNAME
Name of the institution
GROUP
Use code to identify status of students
8
Numeric
TAKERS
Number of test takers
8
Numeric
PASSERS
Of total test takers, number who passed
8
Numeric
PASSRATE
Percentage of test takers who passed
8
Numeric
STAVGPASSRATE
Statewide summary pass rate
8
Numeric
A-5
6
100
Field Type
Text
Text
IPRC Manual 5/29/2012 10:00AM – A-6
Troubleshooting Check List
The files CANNOT contain any commas. Make sure that the text fields do not contain commas.
An Institutional Code [INSTCODE] is required for each institution. Institutional Codes must be
unique to each institution, but can be the same for a traditional and alternative route at the same
institution. For example, the Institutional Code for the traditional route at Teachers College can be 100,
and the Institutional Code for the alternative route at Teachers College can also be 100. However, the
Institutional Code for the traditional route at Educators University cannot be 100, since this is the
Institutional Code for Teachers College.
Institutional Codes should match the codes used in prior years.
An Institutional Name [INSTNAME] is required for each institution. Institutional Names must be
unique to each institution, but can be the same for a traditional and alternative route at the same
institution.
Please check the Institutional Name to ensure uniformity. Verify that the names are spelled correctly.
If you use abbreviations, make sure they are used consistently.
The Assessment Code [ASSESSMENTCODE] and Assessment Name [ASSESSMENTNAME]
must be unique to each test. They also should match the codes and names given by the testing
companies and/or your state. Frequently we see incomplete names (for example, Biology rather than
Biology Content Knowledge) or inconsistent Assessment Codes.
You cannot use the same Assessment Code for tests with two different names or the same Assessment
Name for tests with two different Assessment Codes. If a test has been changed and given a different
code, but the name was not changed, you must make an adjustment to the test name with the different
code. For example, if test 151 was revised, and the code for the revised test is 251, add the word
“Revised” to the end of the Assessment Name for the test with Assessment Code 251.
Assessment Names and Assessment Codes must be used uniformly throughout tables D1-D6.
Assessment Code 100 cannot have the Assessment Name Mathematics in Table D3 if Assessment Code
100 has the Assessment Name Reading in Table D1.
Use the code (1-5, 98, 99) to identify the Test Company [TESTCOMPANY] for each assessment. If
all of the tests in the file are from the same company, this variable will have the same value for each
test.
The Low Score [LOWSCORE] is the lowest possible score that a test taker can get on the assessment.
This is not the lowest score observed or achieved by the test takers. It is possible for many tests to have
the same Low Score. This information should be available from the testing company.
The High Score [HIGHSCORE] is the highest possible score that a test taker can get on the
assessment. This is not the highest score observed or achieved by the test takers. It is possible for many
tests to have the same High Score. This information should be available from the testing company.
The Cut Score [CUTSCORE] is the minimum passing score on the assessment. It is possible for many
tests to have the same Cut Score. This information should be available from the testing company.
A-6
IPRC Manual 5/29/2012 10:00AM – A-7
Troubleshooting Check List continued
Use the code (1-6) to identify the Group [GROUP] of students taking the assessments. Once a student
becomes a program completer, he or she is no longer included in the enrolled student groups. It is
possible for a student to be in the same cohort for more than one year. It is possible to have zero
students in the “all enrolled students who have completed all nonclinical courses” group if clinical
experiences are incorporated throughout the teacher preparation program. See the Glossary section of
this document for the definition of enrolled student and program completer.
Group 6 will only be used in Tables D2, D4 or D6 when an institution as a whole is submitting fewer
than 10 completers in two of the last three, or all three, years being reported. Group 6 will include the
completers from all three years being reported.
The number of test Takers [TAKERS] must be a number equal to or greater than zero, even if it is
fewer than 10. If the record is left blank, it will not be loaded. Do not include tests in the file that had
zero test takers.
The Average scaled score [AVGSCALED] must be a number equal to or greater than zero. See the
Definitions section of this document for the definition of scaled score. The average scaled score should
be blank if there are fewer than 10 test takers.
The number Passing [PASSERS] should be blank if there are fewer than 10 test takers. It must also be
less than or equal to the number of takers.
The Pass rate [PASSRATE] should be blank if there are fewer than 10 test takers. It must be equal to
the number of passers divided by the number of takers.
Pass rate percentages will be reported to the nearest whole percent (i.e., 98 percent, not 98.2 percent or
98.23 percent). Rounding will use the third (thousandths) digit, and in some cases the next after that
(fourth). As an example, 98.49 percent would become 98 percent; 98.50 would become 99 percent.
Round percentages of 99.50 and above to 100 percent.
The Statewide Pass Rate [STAVGPASSRATE] must be equal to the number of passers divided by the
number of takers in the state. The statewide pass rate should be blank if there are fewer than 10 test
takers in the state on the assessment (Tables D1, D3, D5) or fewer than 10 test takers in the state overall
(Table D2, D4, D6).
The Statewide Average Scaled Score [STAVGSCALED] must be a number equal to or greater than
zero. The statewide average scaled score should be blank if there are fewer than 10 test takers in the
state on the assessment (Tables D1, D3, D5) or fewer than 10 test takers in the state overall (Table D2,
D4, D6).
There must be a Table D2 record for every school listed in D1. Table D1 collects single assessment
information at the IHE level, and D2 collects this IHE information at the summary level. All schools
with assessment information in D1 must be aggregated and listed in D2. This is also the case with Table
D4 and D3 and Tables D6 and D5. Summary pass rates must aggregate pass rate data from all testing
companies used in the state.
There must be a statewide record for each assessment in D1, D3 and D5.
There must be a summary statewide record in D2, D4 and D6. Summary pass rates must aggregate pass
rate data from all testing companies used in the state.
The statewide summary records must use the IHE or Program Code 9999. State summary records must
be named Statename Summary (Alabama Summary, for example).
A-7
| File Type | application/pdf |
| Author | WESTAT |
| File Modified | 2012-05-29 |
| File Created | 2012-05-29 |