News & Announcements
The GaDOE has a job opening in Data Collections. See job 17-10/00055077, (state-funded) Systems Analyst 3 (Data Collections) on the page http://www.gadoe.org/Finance-and-Business-Operations/Human-Resources/Pages/JobOpenings.aspx
All Conference documents have been loaded to the Conference Documents page. If there are any missing, please email us at firstname.lastname@example.org
Please help us make future GSIS conferences better by answering our short survey.
If you are interested in being part of the board, please fill out our online form. Please note, those who attended our conference on a regular basis or do session presentations are more apt to win the majority vote.
We have created a sample letter that can be used to justify attendance for GSIS 2017. The letter can be found on the Conference Documents page in the s2017 folder.
Georgia Career Information System (GCIS) will be available for the 2016-2017 school year as an alternative to GAcollege411. As you are aware, GAcollege 411 is now GAfutures and, effective July 1, 2016, no longer supports k-12 students.
As a result of collaborative efforts across divisions and agencies, GCIS will be provided to all school districts at no cost, allowing students the opportunity to explore careers, take career-related assessments, and have a tool to help develop an individual graduation plan. GCIS will be available for all middle, high, and state schools to utilize in fulfilling the BRIDGE legislation as well as CCRPI indicators. This is great news for our students across Georgia!
Special thanks goes to Georgia Vocational Rehabilitation Agency (GVRA) staff for their partnership with the Special Education and Career, Technical, and Agricultural Education (CTAE) division at the GaDOE to implement services outlined through the E3 Grant (Georgia’s Career Pathways to Work: Explore, Engage, and Employ) received by GVRA through the US Department of Education, as part of the Workforce Innovation and Opportunity Act (WIOA) to help reach students as early as middle school and to provide more inclusive services to all students. It is expected that this grant and the opportunities will help many students across Georgia to have a pathway to success.
Additional information will be available later this month concerning the rollout schedule and how systems will gain access. Webinars and face to face trainings will be held this fall. Please feel free to contact Dr. Myrel Seigler at email@example.com or Maria Grovner at firstname.lastname@example.org with questions.
Student attendance continues to be a major issue in our schools. During the 2015-2016 school year, Georgia’s students missed over 13 million days of instruction due to excused and unexcused absences.
The following Attendance Works website is intended to call attention to the importance of student attendance. The “Superintendent Call to Action” contains information and suggestions, including a toolkit, to improve student attendance. Last year, Georgia was one of the leading states in the number of superintendents who signed the Call to Action to emphasize the importance of student attendance. We encourage you participate in this year’s Call to Action. http://www.attendanceworks.org/superintendents-call-to-action/
Attendance Works information can be used to focus on student attendance during September, which is National Attendance Awareness Month.
Also, information about the use of the Georgia Statewide Longitudinal Data System as a tool for tracking student attendance is attached.
July 14, 2016, the State Board of Education approved the 2017 CCRPI indicators. For your convenience, the 2017 indicators are attached to this email.
The 2017 CCRPI Summary of Changes is also attached. While the summary of changes is lengthy, these are mostly clarifications in wording and are not calculation changes. The substantive changes are related to Senate Bill 364 and the reduction in science and social studies state tests (i.e., Georgia Milestones). In order to reflect the number of content area tests given within each grade band, elementary and middle schools will earn three-fourths (¾) of their Content Mastery points from their ELA and mathematics performance and one-fourth (¼) of their Content Mastery points from their science and social studies performance. Furthermore, the Progress component of CCRPI will now be based on ELA and mathematics, as we can no longer calculate SGPs in science and social studies.
The 2017 CCRPI Indicators and the 2017 CCRPI Summary of Changes document are also available on the Accountability webpage. Please take the time to bookmark the webpage, as it provides many resources related to the CCRPI, including webinars, indicator guidance, a parent guide, a principals’ guide, and guides in Spanish.
Below is a list of outstanding issues that GSIS has gathered and submitted to GaDOE.
Issue - Primary teachers showing as additional teachers or teacher name unknown – If there was a discrepancy between the data from the Teacher Class file in April and the last Student Class file in June, teachers will appear as additional teachers without start and end dates or may show as unknown. The change could be as simple as changing a course section number.
Solution – Teacher Class and Student Class should be collected at the same time.
Issue - It is difficult to accurately verify 65% enrollment when calendar days, rather than school days, are used. For example, we typically consider first semester classes and second semester classes to be the same number of days (usually 90). DOE may compute different #s for the denominator used in 65% calculations when using calendar days.
Solution - Collect full academic calendars, including holidays, from districts at the beginning of the school year, and get an update in June when the final Teacher Class / Student Class transmissions are done in case there were weather day adjustments. Then, compute 65% based on actual school days.
Issue - Appending multiple Student Class files together leads to many issues when schools correct data, update period sequences (for class size accuracy), or change section #s during the year.
Solution - Use only the year-end Student Class file.
Issue - Sections where additional teachers are not coded as co-teacher (sped only) are being held accountable for all students. Example would be ESOl teachers where we were instructed to code as additional teacher and the file would match only the ESOL students. Another example could be gifted collaborative teachers.
Solution - Expand options in the Student Class file layout for role types -- i.e., Spec Ed Co-Teacher, ESOL Push-In Teacher, EIP Push-In Teacher, GT Collaborative Teacher, General Ed Co-Teacher (i.e., band, PE), etc. The 65% tool could then only capture as meets those with a Co-Teacher role, or apply to only certain students based on other indicators already reported (i.e., EIP delivery model or ESOL status)
Enhancement - Online courses (X.3), dual enrollment courses (4 in 5th digit) should be excluded.
Enhancement - Since the DOE is aware of which courses are state Milestone and since we indicated on the system course file for Student Record which courses are SLO, any non-milestone or non-slo courses should be excluded from the 65% tool.
Enhancement - All courses should be collapsed to the root course number by matching appropriate data elements. For example, collapse to root course number based on teacher id, student gtid, root course number (XX._XXXX__), and marking period. This would catch year-long courses as well as semester courses.
Enhancement: The application design is very cumbersome for school principals. While the options to collapse and expand are visually appealing, they slow down the verification process. Wherever possible, have all results show expanded by default.
Enhancement: Consider collecting number of Hospital/Homebound days in the SR Enrollment file and making use of that data in the 65% tool so principals just verify instead of having to manually mark all students who were out >35% of the year on Hospital / Homebound.
Enhancement: Consider utilizing data and/or updating CPI Count 3 to identify teachers who were absent for more than 65% of the school year. (FMLA)