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Phase 2 of the IHE Performance Report Process

Here is some information regarding the second phase of the reporting process.

The number of reports your institution must complete is determined by the levels of programs your institution offers (Undergraduate, Graduate, MSA). These new report templates have been placed in your institution’s folder on the secure server. Other materials in those folders have been moved so now only reports needed for this next portion of the reporting process can be seen there.

Reports are identified by this naming convention:
Program_Institution Name_Year_Report Name_Version
The program level is identified with U for undergraduate, G for graduate, or MSA or School Administration.

So as an example: U_Brevard_Performance Report_v3
In this example, this is the third version of the 2017 Undergraduate Program at Brevard. When I go in and do something to the document, I change the version number. As you work in the documents you should also be updating the versions as you go.

Download these report drafts located in the secure server to your computer and address the following steps:

1. Review each assembled report from Phase I for grammar Read the report(s) keeping in mind that these reports will become public documents on the Department of Public Instruction’s website. In most reports there are minor spelling and grammar mistakes throughout the narrative portions that should be corrected. Make any adjustments to the doc as needed for grammar, upload your updated document back into the server as v2 and remove the older document.
2. Look for comments in the document from me In a few reports, I left messages in the documents for the reporter to address specific things. Be sure and address those and delete my messages as you go.
3. Review pass rates – Examine the pass rate table in the Undergraduate report (Table F) and in the Graduate report (Table D). The pass rates we have reported may differ from the rates in your records. The database we used to calculate Undergraduate pass rates was pulled from the Title II 2016 cohort in ETS’ data. The Graduate pass rates were calculated from students classified as a completer with a Masters level degree in last year’s ‘Student Characteristics’ file. There may be students who have passed the exams since then. Pass rates were calculated from the pass rate rosters provided in your Institution’s folder on the secure server. They will look like this:

‘U – Oxford Pass Rate Roster’ which is the undergraduate roster
‘G – Oxford Pass Rate Roster’ which is the graduate roster

A note: There are a couple rare instances where an IHE does have a Graduate Program but no Graduate roster document. That is because the program may have only had 1 or two students in it and no one took a test. If you have more recent information about someone taking a test, contact me and I will get you a blank template to fill out.

If you find discrepancies between your files and the Performance report draft, open the corresponding Excel document from the Institution file on the secure server and review. To help you better understand how to make changes to this document and the changes we commonly see, examine the example in the secure server titled ‘Roster Update Example’. Let’s walk through that document together to provide good clarity about what you are seeing and how to edit it.

On the left hand side from Columns A-J we see an example original roster. This is similar to what we are providing to each institution on the secure server. On the right side in Columns L-V, we see that same file with some updates done to it. The updates have been initiated in a way we would prefer to receive them. Now let’s look at the specific changes that have been made.

Examine Rows 12, 13 and 14. In this example, Eddie VanHalen took three different tests (identified by the Test codes for Foundations of Reading, General Curriculum Multi-Subjects and General Curriculum Math) and while he scored higher than the minimum score needed to pass on two of them, he did not meet the minimum of 227 on test 0203. Because all three must be passed to receive credit, all three are flagged as ‘fail’ for purposes of reporting.

If Eddie took the test again at a date past when the Department of Public Instruction uploaded this information, we see the reporter for that institution updating the dates and scores of each test that Eddie Van Halen took to represent the most current information on his testing efforts. Because these updated tests all exceed the minimum threshold to pass, the reporter has also changed the ‘fail’ designation to ‘pass’. The reporter also highlighted the rows they altered in Yellow for the state analysts to easily see where changes have been made.

There is also an additional entry on the updated roster: Row 22, Jimi John. This is a person that has taken a test and had no prior record of attempts in the existing state roster. Again, we see the addition identified with Yellow highlighting.

To Summarize this process then, the reporter will:
  1. Take a look at the Pass Rates for Undergraduates (Table F) and Graduates (Table D) and verify their accuracy
  2. Rows that have been edited will also be highlighted in yellow
  3. The reporter removes the original roster file in the secure server and replaces it with the updated one.

When you are finished with your adjustments, upload the revised excel sheet back into the secure server and remove the old one. We will then update our master database to reflect the most accurate rosters we have to date, rerun the analysis for Table F and D, and update the tables in the IHE Performance Report.

For this second phase of the IHE Performance report development, we would like everything submitted by 9/15/17.

Please zap me an email and let me know when all the materials are in the secure server and you are finished tinkering. This will help me keep track of all of the antics.

As always, we are deeply appreciative of the hard work that goes into the accuracy of these reports to meet the expectations set in North Carolina law for Educator Preparation Programs. Please let me know if you have any questions. I’m happy to help.