Increasing Data Quality
Data Quality Council
January 6, 2015
STEVE EPSTEIN, PIMS/CHILD
ACCOUNTING COORDINATOR
CENTRAL DAUPHIN SCHOOL DISTRICT
Babysitter
Camp Counselor
Teacher
Principal
Superintendent saw a disconnect between PIMS and the
principals. She wanted someone with “building
experience” to be a PIMS/Child Accounting
Coordinator to help other principals understand “it“
better.
Steve’s knowledge of PIMS
• As a teacher, I knew NOTHING about PIMS – Never
even heard of it.
• As a principal, I knew NOTHING
about PIMS – But I think I heard it go
in one ear and out the other.
• Now a PIMS/Child Accounting Coordinator … I will
leave it at this …each day I am learning something new
If he knew then what he knows now …
And how EXTREMELY influential PIMS (and
Child Accounting) is to the actual school
building/district, he would have paid more
attention!!
PIMS/Child Accounting
of any District (his analogy) …
Superintendent /Assistant Super/Directors = Brain of the district – They tell everyone
what to do.
Principals = Muscles of the district – Helping things move around in different locations
of the district and keep the body strong.
Secretaries/Teachers = Bones of the district – They keep the buildings and district
standing up right
Students = Heart and lungs of the district – They
feed the district; why we are there in the first
place.
Custodians = Digestive system of the district –
They clean things out from the district.
PIMS/Child Accounting Coordinator = The nervous
system including the Spinal Cord – They are the
ones who send all the messages throughout
the district. They check to make sure things are
working properly in the district. They take in
messages from outside and interpret them for
the district. Without a nervous system the body
does NOT work regardless of other body parts.
(Information Technology supports the nervous
system.)
What Happens with
PIMS at the Central
Dauphin SD
SIS at Central Dauphin - eSchoolPlus
Check for accuracy of that data in SIS through
Advanced Searches before it goes to PIMS ….
Not always possible since the data changes so
often and without everyone’s knowledge
PIMS/PDE
Who Sends the Data to PIMS?
Human Resources Director (Staff)
Director of IT (PATI Survey)
PIMS/Child Accounting Coordinator
Special Ed. (Spec Ed programs)
Pupil Services/Central
Registration (Entering
Students, Gifted, 504, LEP, Title
III – LEP and Non-Pub)
Building Secretary (Building
Programs, Demographics,
Attendance, Entry/Withdrawal)
Athletic Director (Title IX)
Director of Curriculum
(Title I, School Choice)
Principals (Discipline, PVAAS, State
Course Codes, Assessment
Participation Codes)
PIMS Reports
Who Gets and Checks the Data
from PIMS?
Director of IT (PATI Survey)
PIMS/Child Accounting Coordinator
(Staff, Gifted, 504, Title III, LEP, Special
Ed Programs, Building Programs,
ADA/ADM, E/W, PVAAS, State Course
Codes, Assessment Participation
Codes, Safe Schools, Title IX)
Human Resources Director (Staff)
Pupil Services/Central
Registration (Entering
Students, Gifted, 504, LEP, Title
III – LEP and Non-Pub)
Special Ed. (Spec Ed programs)
Building Secretary (Attendance, Programs,
Demographics, Entry/Withdrawal)
Athletic Director (Title IX)
Director of Curriculum
(Title I, School Choice)
Principals (Student –
Discipline, PVAAS, State
Course Codes, Assessment
Participation Codes)
Challenges Faced
DATA is a ….
PIMS
“Consolidated /
Less of a Burden”
Collection
Calendar
Who at Central Dauphin SD consistently
makes the most Data Entry mistakes?
• Pupil Services - LEP, Gifted, and 504 Programs/dates, and US
enrollment dates
– Central Registration - Student names and DoB
• Building Secretaries - Entry/Withdrawal codes/dates,
Program dates, Graduate/Drop Outs coding, Grade 9 Entry
Dates, Primary Homerooms
– E/W Dates are usually 2-3 weeks behind in changing and
making accurate
– E/W Codes are usually wrong because they are unsure of
what to enter.
• Principals - Discipline, State (and Local) Course Codes,
PVAAS related, Assessment Participation Codes
Activity
• Look at three scenarios in packet.
• How would you fix these errors?
Some examples of the issues/lag time of Data
1) A student quit school to go to work on 9-30-14. The secretary placed
a W4 (WD02). I did not find the error until 11-5-14. The Withdrawal
code should have been a W6 (WD01) and a Grad Status code of a
W – Quit school went to work. FIX – Data entry in our SIS and DELETE
WD02 record on the School Enrollment Template
2) When reviewing the PIMS Validation Program Fact Template report I
noticed a HUGE difference in numbers as compared to our SIS. Over
3 dozen students were coded as getting LEP programs (041 and 049)
prior to 10-1-14. But mid-October they no longer had the programs
because the school buildings felt these students no longer needed
services. So Pupil Services removed their programs completely out of
our SIS. I knew nothing about it until I saw the comparison. FIX – Over
3 dozen student Program Fact Deletions at PIMS
3) We had a student withdrawal from the district on 9-29-14. The
secretary of the building did not change the withdrawal record in
our SIS until 10-29-14. FIX – Data entry in our SIS and 10-1-14 Student
Snapshot Deletion at PIMS
Activity
•
•
•
•
Look at three scenarios in packet.
How would you fix these errors?
Would you find the errors?
How could you avoid these errors?
Another example “issue” that
recently took place
• Principals were directed AND shown how to set
Assessment Participation Codes for Winter Keystones
within SIS.
• One principal did not identify any students to take the
Winter Keystones
• Discovered this after the October 6th PDE Internal
Snapshot closed.
• His students were not at DRC AT ALL because they were
not coded to take an assessment when they went to
PIMS. They weren’t at DRC to even schedule them into
an assessment.
Results of this …
• Students needed to be sent directly to DRC
through DRC’s student template
• Additional unnecessary work could have
been avoided if the initial coding would
have been done.
Why do (Most) Principals NOT think
like a PIMS/Child
Accounting
Coordinator needs to
think?
Reasons
Principals look at the present and immediate future
(What is directly in front of them – In their faces).
– Dealing with discipline issues
– School Safety/Fire Drills/Buses
– Student and building schedules
– Parent calls (yelling at you)
– Teacher observations (Pre- and Post-observations of
30+ staff)
– Other district requirements
– Lunches going smoothly
– Etc.
But, why is PIMS so important to a
Building Principal? (just to name a few ….)
• Entering Assessment Participation Codes for PSSA, PASA,
Keystones
• School Performance Profile results are theirs
• Entering and verifying Safe Schools data (Discipline)
• Attendance (ADA/ADMs) – Checking for accuracy
• Accuracy of student demographics
• Accuracy of Student programs and dates
• Entering PVAAS data and verifying rosters
PIMS and CA Support for
Administrators at the
Central Dauphin SD?
• LOTS and LOTS of Visuals
• Step-by-Step directions
• PIMS Business Rules to be
explained simplistically (If
this, then that)
• Walk them through fixing issues within SIS (on
a regular and on-going basis)
Creating Visuals from SIS..
Some more visuals (PVAAS related)
Given step-by-step directions
PIMS Business Rules to be explained
simplistically (If this, then that)
Ex … If there is a Theft, then there has to be a victim
severity.
We also have SIS Cognos reports to help principals with
the rules (these were already in place)
Running building Cognos reports and taking
the time to go over them WITH principals to
help them understand
In Summary
Take Aways …
• If data is not correct in your SIS, then what you send to
PIMS will be incorrect (if it passes the DQE).
• The data is NOT the PIMS/Child Accounting Coordinator
so to help the principals is ultimately helping you as the
one sending the data to PIMS.
• Take the time to communicate with, create visuals for,
and provide step-by-step directions for anyone who
enters data into your SIS.
Take Aways (con’t) …
• PIMS Data is extremely important to have as
accurate as you can possibly get it before it
goes to PIMS because it impacts EVERYTHING
in your district.
• And …
Other take aways …. con’t
• We can help minimize the number of ….
So …
If you can help the Principals up front
with correcting data, it will help our
frustrations so we can get a …..
Sharon S. Laverdure, Superintendent
Eric D. Forsyth, SFO, PRSBO
Director of Administrative Services
East Stroudsburg School District
How is the district organized?
• Organizational Line Chart (PSBA Policy 008)
How is the district organized?
• Organizational Line Chart (PSBA Policy 008)
– Establishes relationships of all employees
– Reviewed annually (according to Policy 008)
– Follows the “principle of line and staff operation”
– Who’s the boss?
Whose Job Is It?
There were four people - Everybody, Somebody, Anybody and Nobody.
There was an important job to be done and Everybody was asked to do it.
Everybody was sure Somebody would do it.
Anybody could have done it but Nobody did.
Somebody got angry about that because it was Everybody’s job.
Everybody thought Anybody could do it but Nobody realized that Everybody would not
do it.
It ended up that Everybody blamed Somebody when actually Nobody asked Anybody.
How are we organized?
• Organizational Line Chart (PSBA Policy 008)
– Establishes relationships of all employees
– Reviewed annually (according or our Policy 008)
– Follows the “principle of line and staff operation”
– Who’s the boss?
• Core Function Organizational Chart
How is the district organized?
• Organizational Line Chart (PSBA Policy 008)
–
–
–
–
Establishes relationships of all employees
Reviewed annually (according or our Policy 008)
Follows the “principle of line and staff operation”
Who’s the boss?
• Core Function Organizational Chart
–
–
–
–
–
Establishes responsibility
Reviewed continually
Follows the “single responsibility principle”
Chain of responsibility vs. chain of command
Whose job is it?
How are we organized?
• Organizational Line Chart (PSBA Policy 008)
–
–
–
–
Establishes relationships of all employees
Reviewed annually (according or our Policy 008)
Follows the “principle of line and staff operation”
Who’s the boss?
• Core Function Organizational Chart
–
–
–
–
–
Establishes responsibility
Reviewed continually
Follows the “single responsibility principle”
Chain of responsibility vs. chain of command
Whose job is it?
How does organizational structure
impact data?
• Who is responsible for your data?
– Who gathers data?
– Who enters data?
– Who maintains data?
– Who reviews data?
– Who reports data?
How does organizational structure
impact data?
• Who is responsible for your data?
– Who gathers data?
enrollment form.
– Who enters data?
– Who maintains data?
– Who reviews data?
– Who reports data?
School creates
How does organizational structure
impact data?
• Who is responsible for your data?
– Who gathers data?
enrollment form.
– Who enters data?
– Who maintains data?
– Who reviews data?
– Who reports data?
School creates
Secretary enters all
data from form.
How does organizational structure
impact data?
• Who is responsible for your data?
– Who gathers data?
enrollment form.
– Who enters data?
– Who maintains data?
– Who reviews data?
– Who reports data?
School creates
Secretary enters all
data from form.
Absences and
grades are entered.
How does organizational structure
impact data?
• Who is responsible for your data?
– Who gathers data?
enrollment form.
– Who enters data?
– Who maintains data?
– Who reviews data?
– Who reports data?
School creates
Secretary enters all
data from form.
Absences and grades
are entered.
An IT technician signs
off.
How does organizational structure
impact data?
• Who is responsible for your data?
– Who gathers data?
enrollment form.
– Who enters data?
from form.
– Who maintains data?
entered.
– Who reviews data?
– Who reports data?
School creates
Secretary enters all data
Absences and grades are
An IT technician signs off.
The IT Director submits to
PIMS.
How does organizational structure
impact data?
• Who is responsible for your data?
– Who gathers data?
enrollment form.
– Who enters data?
from form.
– Who maintains data?
entered.
– Who reviews data?
– Who reports data?
PIMS.
School creates
Secretary enters all data
Absences and grades are
An IT technician signs off.
The IT Director submits to
How does organizational structure
impact data?
• Who is responsible for your data?
– Who gathers data?
enrollment form.
– Who enters data?
from form.
– Who maintains data?
entered.
– Who reviews data?
– Who reports data?
PIMS.
School creates
Secretary enters all data
Absences and grades are
An IT technician signs off.
The IT Director submits to
How does data impact dollars?
• Basic Education Funding
• The largest portion of State Education Subsidy
• For ESSD, about $1,980 per year for each resident
student reported
• Or……about $10,000 per year for each foster student
reported
Out
Data mapping
• The Organizational Line Chart
– Tells who reports to who
• The Core Function Organizational Chart
– Tells who does what job
• The Data Map
– Tells who is responsible for what data
Accuracy Certification Statement
(ACS)
• 24 PIMS data collection windows
• 18 require ACS submission
• Who signs your ACS?
•
•
•
•
•
•
•
Keystone/CDT Pre-coding
District and School Enrollment
Staff
PATI
Special Education
HQT
ELL, Safe Schools, Child Accounting, PSSA, Grad/Drop-out…
The PIMS Process
SIS Data
ACS
PIMS
Batch
PIMS
Report
Data
Review
The PIMS Process
SIS Data
ACS
PIMS
Batch
PIMS
Report
Data
Review
The PIMS Process
SIS Data
ACS
PIMS
Batch
PIMS
Report
Data
Review
The PIMS Process
SIS Data
ACS
PIMS
Batch
PIMS
Report
Data
Review
The PIMS Process
SIS Data
ACS
PIMS
Batch
PIMS
Report
Data
Review
Summary
• ESSD’s mission it to educate
• Submitted data provides fund and measures
efficacy
• Organizational structure can affect data
• Assign responsibility, not just a boss
• Give responsible persons authority to review
their data
• Require accountability
In District Activity
• Complete the Quality Data Self-Assessment
Survey for school and district.
• Available on the DQC Page on the IU website
• http://bit.ly/DQCSite
Important Dates
Collection 2
Correction Dates 1/3 – 1/31
C2 SP ED Dec14-15
Special Education 12/1 Count
2014-15
C2 PATI 14-15
PATI
2014-15
Special Education Snapshot
Student*
Required
Updates
School Enrollment
Survey Participant Response
Updates
Required
District of Residence
and Charter Schools
submit for all special
education students
being educated at
district or off site
Special Ed Snapshot 1/31/15
District of Residence and Charter Schools
Administrators PVAAS Workshops
• January 27 Wilkes Lab
– 9-11 OR
– 1-3
• January 28 Maple Avenue Campus TV Studio
– 9-11
• Review purpose and importance of the PVAAS collection
• Review change for PVAAS collection from SY13-14 to
SY14-15
• Discuss SY14-15 collection – content, reporting options,
timelines
• Discuss SY14-15 collection as related to PVAAS Roster
Verification System