May 2009

1. If you cannot hear us when we get started, please check your volume control and be sure your computer is not muted.  May 2009

2. CEDARS – Comprehensive Education Data and Research System May 2009

3. CEDARS Training Agenda • Welcome and Introductions • Training Overview • Evolution from CSRS to CEDARS (Fri)√ • Submission and Editing Process (Tues) √ • Course Catalog, Student Schedules, Grade History - including phase-in of State Course Codes (Wed) √ • Staff Information, including Certification Numbers (Thurs) √ • Expanded Program data and New Ethnicity and Race codes (Fri) May 2009

4. CEDARS Training • Presentations are available at: http://www.k12.wa.us/CEDARS/Training.aspx May 2009

5. CEDARS Changes in Special Programs Submissions • CSRS collection of Special Programs information vs. CEDARS collection of Special Programs information • Additional Special Programs to be reported • Bilingual and Special Education • Expanded information for Special Programs, Bilingual, and Special Education • Data is only reported for students receiving services May 2009

6. CEDARS Special Program File (I) • Special Programs you currently report on • 21st Century Community Learning Program • Early Education • Free Reduced Meals Participation • Highly Capable / Gifted • Learning Assistance Program, Math* • Learning Assistance Program, Reading* • NCLB Supplemental Services • Title I, Math* • Title I, Reading* • Title I Migrant * Students served in Targeted Assisted Programs May 2009

7. CEDARS Special Program File (I) • Additional Special Programs to be reported • 504 Code • Learning Assistance Program, Language Arts* • Title III Immigrant • Title III Native American • Title I, Language Arts * • Title I, Science * • Title I, Social Studies * • Apple Health for Kids Consent * Students served in Targeted Assisted Programs May 2009

8. CEDARS Special Program File (I) • Apple Health for Kids Consent • Children who qualify for free/reduced meals may be eligible for free or low cost health care through Washington’s Apple Health for Kids • Parents must sign consent, as part of the free/reduced lunch application, for their child(rens) information to be shared with this program May 2009

9. CEDARS Special Program File (I) • Additional elements to be reported • Program Code – Identifying which Special Program student is being served in • Program Start Date • Program Exit Date • Exit Reason Code • Qualification Code • Reason student qualifies for Special Program reported in Program Code. This element is optional for all programs except Free/Reduce Meal Participation, if student is qualifies for this program a valid value must be provide May 2009

10. CEDARS Bilingual Program File (J) • Information Currently reported in CSRS • Yes/No flag for receiving services in State Transitional Bilingual Program May 2009

11. CEDARS Bilingual Program File (J) • Additional elements to be reported • Instructional Model Code • Program Start Date • Program Exit Date • Exit Reason Code • Placement Test Score • Placement Test Level Score • Placement Test Date • Initial WA Placement Date • Initial USE Placement Date • Number Months US Attendance • Number Months Non US Formal Education May 2009

12. CEDARS Bilingual Program File (J) • Exit Reason Code • A- Re-designated/Transitioned • B - Graduated • C – Drop-out • D – Left for Unknown Reasons • E – Transferred/Moved Out of District • F – Waiver (Parent Waiver from Program Services) • G – Primary LEP Factors Attributed to Special Education • H – Parent Opted Out May 2009

13. CEDARS Special EducationProgram File (K) • Information currently reported in CSRS • Yes/No flag for receiving services in Special Education Program • LRE Code • Disability Code May 2009

14. CEDARS Special EducationProgram File (K) • Additional elements to be reported • Program Start Date • Program Exit Date • Exit Reason Code • Referral Date • Initial Eligibility Date • Last IEP Review Date • Last Evaluation Date May 2009

15. CEDARS Special EducationProgram File (K) • Exit Reason Code • 1- Re-evaluated, No Longer Special Education Services • 2 – Aged Out • 3 – Graduated With High School Diploma • 4 – Parent Revokes Consent for Special Education Services • Note, you do not provide an exit code, or reason, for those students who move out of your school/district May 2009

16. New Federal and State Ethnicity and Race Categories Background on New Requirements and Implications for CEDARS

17. Why change? Why now? The old categories no longer fit. The population of the our country and state has changed. Office of Superintendent of Public Instruction

18. Many families identify with more than one ethnic or racial group. Office of Superintendent of Public Instruction

19. New standards for collecting and reporting ethnicity and racial data have been adopted that… • Allow individuals to more accurately identify themselves; • Are required for federal education funding and accountability reporting; • Align with other agencies that are using the new standards, • Are consistent with census data and other national data sets, used for policy analyses; and • Better reflect population changes. Office of Superintendent of Public Instruction

20. New Ethnicity and Race Data Timeline • Implementation of new categories for ethnicity and race is the 2010-2011 school year. • CEDARS data for September 2010 must include data in File L (Ethnicity) and File M (Race) • You can start earlier – more about that later…. • An OSPI Bulletin is being developed/approved – watch for it in June. Office of Superintendent of Public Instruction

21. These new standards affect how ethnicity and race data are collected and reported • We currently collect and report ethnicity using: Asian, Native Hawaiian/Pacific Islander, Black or African American, Caucasian, Native American or Alaskan Native, Multiracial and Unknown • Federal requirements now require a separation of ethnicity and race. • Data collection therefore requires a two-part question: • Are you Hispanic/Latino or Not Hispanic/Latino? • What is your race? Office of Superintendent of Public Instruction

22. These new standards affect how ethnicity and race data are collected and reported, cont’d • Everyone must have a response to both questions. Each of us is either Hispanic/Latino or not, and (regardless of whether we are Hispanic/Latino or not) we are at least one race. • Hispanic/Latino is not considered a race. • People whose ethnicity is Hispanic/Latino are also one or more race. • The new Federal requirements also say Unknown, Multiracial, and Not Provided are NO LONGER valid responses to ethnicity or race identification questions. • If parents, guardians, or students do not provide ethnicity and race information, districts are responsible for assigning categories based on observation. Office of Superintendent of Public Instruction

23. Collecting Ethnicity Data in Washington • Minimum federal requirements for collecting ethnicity: • Hispanic/Latino • Not Hispanic/Latino • State requirements for ethnicity follow federal guidelines, but instead of just “Hispanic/Latino”, parents, guardians, and students can select one or more of these categories: • Argentine, Chilean, Mexican/Mexican American/ Chicano, Peruvian, Salvadoran, Spanish, and Other Hispanic/Latino. • Not Hispanic/Latino is the other selection Office of Superintendent of Public Instruction

24. Collecting Ethnicity Data in Washington Question 1. Is your child of Hispanic or Latino origin? (Check all that apply.) Office of Superintendent of Public Instruction

25. Collecting Race Data in Washington • Federal standards for collecting race data include the selection of one or more of these categories: • American Indian or Alaska Native • Asian • African American or Black • Native Hawaiian or Other Pacific Islander • White • BUT Washington State has adopted standards that allow one or more selections from 56 categories. Office of Superintendent of Public Instruction

26. Collecting Race Data in Washington Question 2. What race do you consider your child? (Check all that apply.) Office of Superintendent of Public Instruction

27. Sample Ethnicity & Race Data Collection Form Office of Superintendent of Public Instruction

28. Collecting Race Data in Washington New Data Collection Requirements for Race Question 2. What race do you consider your child? (Check all that apply.) Office of Superintendent of Public Instruction

29. New Data Collection Requirements for Race (continued) Collecting Race Data in Washington Question 2. What race do you consider your child? (Check all that apply.) Office of Superintendent of Public Instruction

30. Collecting New Ethnicity and Race Data in Washington • These racial groups were selected because: • They reflect the major population groups in Washington state • They are aligned with other state agencies such as the University of Washington and DSHS • The Native American groups include all recognized Washington state tribal groups Office of Superintendent of Public Instruction

31. What do new requirements mean to districts? • To prepare for new ethnicity and race categories districts will need to: • Prepare district data systems to align with these new categories. • Write to parents or guardians explaining the change in ethnic and race categories, as well as the re-inventorying process. • Re-inventory students’ ethnicity and race classifications. • Conduct staff training, especially for front line staff who collect, manage and report data. Office of Superintendent of Public Instruction

32. What do new requirements mean to districts? • New ethnicity and race categories are required for the 2010-2011 school year. • Districts can begin submitting data in new format, via CEDARS, in September 2009 Office of Superintendent of Public Instruction

33. What do new requirements mean in CEDARS? • For the 2009-2010 school year districts have two choices for submitting ethnicity (and potentially race) data in CEDARS • If ready to submit the new “2-Part” data, use File L for Ethnicity, and File M for Race • If NOT yet ready to submit the new “2-Part” data, continue to submit the “CSRS Ethnicity” as element 11 in File B. • Districts can switch to using Files L and M at any time during the 2009-10 school year. • If data are submitted in both Files L and M AND “CSRS Ethnicity” in Element B11, OSPI will use Files L and M for our analysis and federal reporting. Office of Superintendent of Public Instruction

34. Re-inventory of students’ ethnicity and race - examples Example 1: A student is currently classified as Hispanic. After re-inventory, this particular student is classified as Argentine for Ethnicity and White for Race. Example 2: A student is currently classified as Asian. After re-inventory, this particular student is classified as Non-Hispanic for Ethnicity and Chinese for Race. Example 3: A student is currently classified as Black. After re-inventory, this student is classified as Non-Hispanic for Ethnicity and both Black and White for Race. Office of Superintendent of Public Instruction

35. Questions What should we do if a student self-identifies as Hispanic/Latino but does not self-identify race? Answer: It is important to communicate the federal and state requirement that separate ethnicity and race. Letters and forms should explain that these are two parts of one question. Follow up for racial identification may be needed. As a last resort, an observer may fill in the information for race. Office of Superintendent of Public Instruction

36. QuestionsWhat should we do if we think a student belongs to a different ethnicity or race than the one that he or she selects? Answer: The school or district must accept a parent/guardian or student’s self-identification of ethnicity and race. Self-identification is a basic principle underlying these changes in data collection and reporting ethnicity and race. Observation is only to be used as a last resort. Office of Superintendent of Public Instruction

37. Categories for Aggregated Federal Reporting Regardless of the combination of ethnicity and race categories for any student, each student must be counted in only one of these seven categories when reporting to US Department of Education or other federal agencies: • Hispanic/Latino of any race • Black or African American • White • Asian (any of the Asian groups) • Native Hawaiian or Other Pacific Islander (any of the NH/PI groups) • American Indian or Alaska Native (any of the AI/AN groups) • Two or more races Office of Superintendent of Public Instruction

38. The following examples show how aggregate reporting will work (both to the USDOE and for OSPI publications) Example 1: A student who is Hispanic/Latino and Black or African American is reported only in the Hispanic/Latino aggregate category.  Example 2: A student who is Non-Hispanic/Latino and Black or African American is reported only in the Black aggregate category. Example 3: A student who is Non-Hispanic/Latino and Puyallup and Nisqually is reported only in the Native American aggregate category. Example 4: A student who is Non-Hispanic/Latino and Puyallup and White is reported in the two or more races aggregate category. Office of Superintendent of Public Instruction

39. Advice on how to get started: • Start early and communicate with all parties. • Articulate the reasons for changing data collection and reporting categories. • Audit data carefully for at least the first year. • Call Customer Support if you need assistance! Office of Superintendent of Public Instruction

40. For More Information For questions on data coding and student information, please contact: Andrea Meld, Data Analyst, Student Information Andrea.Meld@k12.wa.us or (360) 725-6438 Robin Munson, Director, Student Information Robin.Munson@k12.wa.us For further information on CEDARS manual, please contact: OSPI Customer Support Customersupport@k12.wa.us (360) 725-6371 or (800) 725-4311, or TTY (360) 664-3631 Office of Superintendent of Public Instruction

41. Additional Resources Equal Employment Opportunity Commission (EEOC) ReportingLink to the U.S. Equal Employment Opportunity Commission Reporting information. http://www.eeoc.gov/employers/surveys.html Federal Register Volume 72, No. 202, page 59266 (October 19, 2007) . http://edocket.access.gpo.gov/2007/pdf/E7-20613.pdf National Forum on Education Statistics, Race/Ethnicity Data Implementation Task Force. (2008). Managing an Identity Crisis: Formal Guide to Implementing New Federal Race and Ethnicity Categories (NFES 2008-802). National Center for Education Statistics, Institute of Education Series, U.S. Department of Education. Washington, DC. http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2008802 US. Department of Education – New Race and Ethnicity Guidance for the Collection of Federal Education Datahttp://www.ed.gov/policy/rschstat/guid/raceethnicity/index.html Office of Superintendent of Public Instruction

42. A BIG THANK YOU!!!! • Thank you again to the CEDARS STAKEHOLDERS • Thank YOU for participating in one or more of the CEDARS Webinars. May 2009

43. Questions & Answers • This presentation and session recording will be posted to the K12 web site at http://www.k12.wa.us/CEDARS/Training.aspx • We will also post questions and answers: • That are asked/answered during the session • That we did not get to during the session • That we receive after the session May 2009

44. CEDARS Resources • Customer Support (360) 725-6371 or 1 (800) 725-4311customersupport@k12.wa.us • Data Manual and Appendices and Supporting Documents http://www.k12.wa.us/CEDARS/default.aspx • Feasibility Study report to the Legislature http://www.k12.wa.us/LegisGov/2009documents/DataFeasibilityReport.pdf May 2009