The K-16 Integrated Data System Prototype
Project Report
May 2003-November 2004
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Table of Contents
K-16 Integrated Data System Prototype Summary (Project CSAPP) .......................................... 3
Project Overview .................................................................................................................... 3
Admission Policy/Relevant Legal Issues .................................................................................. 3
Project History Introduction ......................................................................................................... 4
Initial Concept-June 2003 ......................................................................................................... 4
Initial Scope of Prototype ......................................................................................................... 7
Initial Work Description and Timeline ..................................................................................... 8
Initial Budget Information ........................................................................................................ 8
Transition-November/December 2003 ......................................................................................... 9
November 2004-Final Prototype Plan and Charter ..................................................................... 12
Preliminary Workplan for K-16 Data Transfer System Prototype ......................................... 12
Charter Document: K-16 Integrated Data System Prototype ..................................................... 14
SSID Usage ................................................................................................................................. 16
What is the Secure Student ID process? ................................................................................. 16
What are the characteristics of the Student ID? ...................................................................... 16
Data Elements ............................................................................................................................. 17
Technology Research .................................................................................................................. 18
Background ............................................................................................................................. 18
Prototype Functionality........................................................................................................... 18
Meetings/Agendas....................................................................................................................... 19
Project Activities (Including Technology Research) .................................................................. 21
Contacts with other organization ............................................................................................ 21
Participants/Groups as of November 2004 ................................................................................. 25
OUS~ODE~CCWD Advisory ................................................................................................ 25
Grant-seeking activities .............................................................................................................. 25
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K-16 Integrated Data System Prototype Summary (Project CSAPP)
Project Overview
The Chancellor’s Office of the Oregon University System (OUS) and the Oregon Department of
Education (ODE) began initial work in 2000 on a system to transfer information from K-12 schools
to higher education institutions. The goal of this project was to take a subset of the student
performance data using the Oregon Student Record format, create a standardized transcript, and
provide transcript information directly to OUS universities. However, it wasn’t until 2003 that the
project gained momentum and more active work began. This was due in part to the ODE’s work on
the Student Plan and Profile. The Plan and Profile is designed to provide a full k-12 student record
and to allow students to take a more active role in planning their postsecondary careers.
While work has occurred at ODE to develop the plan and profile, an opportunity was seen to take a
subset of this plan and profile data and create a seamless transition from K-12 to higher education
through the high school transcript electronic transfer process. Unlike a typical high school transcript,
proficiency data and other relevant elements could also be sent to colleges to create a more complete
student record.
After many iterations, the current version of the prototype (CSAPP) is being developed through
partner organizations (Oregon State University, Linn-Benton Community College, Beaverton ESD,
and Multnomah ESD). Key stakeholders involved in the data transfer process include staff from
ODE, OUS, CCWD, university admissions offices, and IT managers for ESDs across Oregon. The
ESDs and school districts involved provide support for approximately 80% of the students in Oregon
public schools.
In the following sections, the project history will be described. Historical documents will be included
to help demonstrate work that happened at various points in the project. For more information and
updates, see the CSAPP information site located at http://pass.ous.edu/?id=CSAP.
Admission Policy/Relevant Legal Issues
Staff members from PASS (the Proficiency-based Standards Admissions System) actively worked
with ODE and other institutions to ensure that standards information also be included in the standard
high school transcript. The 2006 Higher Education policy states that k-12 schools must submit
proficiency data for admission. For schools to provide this information, it is critical that an
automated method for transmitting the information is developed. The board policy reflecting this
shift to proficiency-based measures is as follows:
“Staff recommends (1) that the general undergraduate admission policy be approved as updated for
the 2004-05 academic year and (2) that staff continue to work with Oregon schools, OUS campuses,
and the Oregon Department of Education on the long term transition from the traditional admission
policy to the proficiency-based admission standards system.”
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Project History Introduction
Initial Concept-June 2003
In June 2003, an initial diagram that was developed at a meeting with Gary Ellwanger, Doug Kosty,
Kelvin Webster, Barry Reinstein, Mark Endsley, Lisa Mentz, and Christine Tell that explains the
initial concept for how the data transfer would function. The initial prototype was included in the
Integrated CIM/CAM/PASS/Diploma Record Keeping System, Education Plan and Education
Profile document being developed through Multnomah ESD.
Initial Concept:
College and Universities
Common Banner Interface
HTTPS Site
Manual Entry
BUILDING LEVEL
Counselors
--Transcripts
--Scores
--5 Data Points
--Other Tests
School District/ESD
Score Database Systems
Common File Format
(OSR)
HTTPS Site
OSU
ODE
Other
Community Colleges
Common Interface??
ODE OSAT Database
HTTPS Access
Private Colleges
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Through various iterations, this conceptual model was used for the model for the entire system.
During the pilot, only the manual transfer of data to OUS campuses and community colleges will be
tested.
Initial description of the functionality is as follows:
The initial plan for the prototype included multiple schools and various methods of transmission. It
also had a defined timeline that was not met. This was due in part for the need to obtain funding
sources to cover project management, release time for k-12 IT staff to create extracts, and time for
colleges to consult on implementation and data required. Unfortunately, since many grant funding
institutions view this as a system that the state must develop, funding sources became quite limited.
The following is the initial documentation to describe the transfer process. It was used in reports and
grant requests:
Export to Clearinghouse Server:
1. Export from existing course management system-Student information systems vary greatly as
to the amount and type of information that they contain. OUS has identified the data that should be
included as the minimum amount of transcript data that the OUS schools require for admission.
Existing student information systems will need to be updated to include these identified data if not
already available. During the prototype phase, a small number of schools will be identified to test out
the export to OSR file format for the specified transcript data.
2. Export from ODE-Schools that do not have a student information system can obtain state
assessment scores from the OSAT database at ODE. A mechanism would need to be created for
managing this data. For instance, if schools need to make corrections to information, a mechanism
would need to be in place to prevent incorrect overrides to occur.
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3. Manual Entry-In order to support schools that do not have access to a student information
system, are not serviced by ESDs, or use student information systems that they are unable to alter to
provide the required transcript data, it is proposed that a manual entry mechanism for entering data
also be created. We need to investigate the mechanism to do this without overwriting data that is
exported from the ESD. There are some issues surrounding manual versus exported data and how
much users can change or be restricted from changing. There are some cyclical issues for updating
as a student attends school (before submitting the OSR record subset) that must be addressed.
The information, once in OSR format, will be uploaded to a server maintained by OUS. This serves
as the single point for upload that the districts require. OUS technical staff and IT managers or
directors will need to determine the best transfer mechanism that meets the security requirements for
both organizations. HTTPS and SSH have been mentioned as possible mechanisms.
When a student(s) applies to an OUS school, the high school will identify the schools to which the
student is applying. Each university receives e-mail or other alert that records are available on the
OUS server.
For the prototype, limited technical support should be required on the K-12 side. Exchanges will
most likely occur between the district IT managers participating in the prototype and the IT staff at
Corvallis working on the prototype at the OUS side.
Receipt by OUS schools:
OUS will maintain the central server where the transcript information will be housed. For the
purposes of a prototype, there is the possibility of using one of the existing database clusters
currently available at ITS in Corvallis. However, it is estimated that this will eventually require a
dedicated server and technical support.
1. Download from server-Each school downloads the record or batch of records from the school
upon notification. A mechanism must be developed to integrate this information into banner. OUS
will work with IT staff at OUS to identify the mechanism and requirements needed for this system
interface to occur.
2. Interface for database-The type of interface that needs to be created at the OUS side will need to
be further outlined. It will be necessary to identify whether OUS will require a simple mechanism
for downloading files or the added ability to view transcripts before they are downloaded. These
requirements, as well as others that might evolve, will need to be discussed further by the
administrators of the BANNER systems and admissions personnel during the development process.
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Initial Scope of Prototype
The prototype project was initially designed to include multiple schools, students, OUS campuses,
CIM total test (best) scores in each of 5 subjects, other information identified in the OUS core set
and immediately available in participating student systems; and the sending of student data to a
clearinghouse server and the confirmation back from OUS campuses of data receipt. However, due
to budget constraints, the prototype became increasingly narrowed down over time. Table 4, page
21, displays the work plan and timeline for this stage.
The goal of the prototype is to demonstrate the ability to send and share student data between K-12
and higher education institutions. The project coordinators will establish/identify a pilot group of K12 data centers/districts to work with representatives from the Oregon University System (OUS) to
design a mechanism within their respective systems for triggering a request to send student transcript
information electronically from their student information system to OUS. The project design team
will convene a technical group from OUS and K-12 to:




Establish specific criteria for selection of districts/data centers for participation in the project
(how many, what size, etc.)
Establish common definitions and an agreed upon file layout for sending defined data elements
that comprise the electronic student transcript:
Establish specifications to assist participating data centers/school districts in creating a student
data file according to the pre-determined file layout and send it electronically to an established
clearinghouse server site
Address and resolve the following policy and technical issues during Stage 1 A-F:
Policy Issues
 Confidentiality issues: who determines that the transcript/CIM assessment data should be sent –
the student? co-signed by the parent? the school counselor?
 Should the data be sent automatically, either in batch form or individually? If so, how often –
daily, weekly, quarterly?
 How does the student indicate where and when the data is to be sent? Through a central
warehouse? To an individual institution? What about private colleges?
 If the student is under 18 years old vs. over 18 years old, how does that affect confidentiality?
 Should assessment data at OUS schools be sent to one specific person at each university or all
the admissions officers? Is the data password protected – if so, how?
 Is data for each student linked only by State Student ID (SSID)?
 Where is the funding for personnel necessary to warehouse and send data?
 Where and how long does OUS keep data? For what purposes? How can a student withdraw
permission?
 Who will train the high school/university/OUS staff on accessing these data and interpreting the
test scores?
 Who will staff a help desk when problems arise?
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Technical Issues
 Where are the data housed prior to being sent to OUS? With EDS? With individual districts? At
the ODE? Is the Oregon Student Record the transfer vehicle?
 Which test data should be sent – total test scores? Also the test score subcategories? Only the
best scores? All scores? Most recent scores?
 How are CIM data linked with PASS scores, the Standards Proficiency Index (SPI), the
education plan and profile?
 What are the hardware minimum specifications for data transfer, education plan/profile access
and updating?
 Who will write the computer software to package the data in a standardized format and send it to
OUS? What are all the technical specifications for programming?
 How will the data be received by OUS? Are the data sent from EDS? Who will send the data
from EDS (or another contractor) to the personnel packaging the data and sending it to OUS?
 How can the data be linked to other components of the integrated system, such as the education
plan/profile, student planner, transcripts, ACT/SAT scores, CIS?
Initial Work Description and Timeline
Table 4-Implementation Plan & Timeline for Stage 1 A-F
Stage
IA
Primary Activity
Plan transfer of minimum
transcript data to OUS
IB
Establish criteria for participation
in piloting prototype
IC
Develop prototype requirements
ID
Implementation Plan
IE
Program systems
IF
Implement transfer of student
transcript data to OUS
Purpose
Identify policy, technical, and
fiscal issues with plans for
resolution
Specify requirements for and
what is expected of
participating data
centers/districts
Identify specifications and
standards for data elements
(establish record layout),
system functionality & data
transfer protocols
Detailed plan for
implementing the prototype is
completed
K-12 participating data
centers program systems to
send data to OUS site
Transfer real student data to
OUS to inform admission
decisions
Date
6/15/03
7/03
7/03
8/03
12/03
1-3/04
Initial Budget Information
Costs for completing the work outlined under this phase of the project are still being determined and
will be addressed as part of the final report due June 2003.
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Transition-November/December 2003
By November 2003, the prototype became known as CAPP (The College Admission and Placement
Profile —Pilot and Prototype for a P-16 Integrated Data-Transfer System. The description of the
system stayed the same, but the diagram became more refined. At this point, a pre-proposal for
grant funding was also turned in; however was not funded. See Appendix E for a list of data
elements that were being reviewed at that time.
The following is a description of the system at that time:
The College Admission and Placement Profile (CAPP) uses an electronic transfer of state data from
Oregon school districts to Oregon’s community colleges and the Oregon University System (OUS)
campuses. The design and implementation of this transfer system is the product of an ongoing
collaboration between the Oregon Department of Education (ODE), community colleges, and OUS.
In December 2002 the State Board of Education established the requirement that all Oregon high
school students must develop an education plan and build an education profile as part of high school
graduation. The education plan establishes a student's education, career and life goals, and the
learning and activities necessary to achieve these goals. The education profile documents the
student’s progress and achievement of standards, graduation requirements, and other personal
accomplishments and goals that are identified in the student’s education plan. (OAR 581-0221120/1130).
The education profile allows students to track, monitor, and display their progress toward meeting
their various learning objectives. Progress would be defined by the attainment of: Standards leading
to the Certificates of Initial and Advanced Mastery (CIM and CAM), college-entry standards defined
by the Proficiency-based Admission Standards System (PASS), high school diploma requirements,
high-level grades in rigorous coursework and other accomplishments. The intent is for the education
profile to be accessible to students and parents at home or in community settings, as well as to
teachers, counselors, and administrators. Students would leave high school with an education profile
that communicates their accomplishments to community college counselors and university
admissions officers, employers, and others.
Multnomah Education Service District (ESD) developed a conceptual design, technical design
specifications, and is advising ODE on the feasibility of various implementation strategies for the
system. Staff from the Department of Community Colleges and Workforce Development (CCWD)
and the OUS Chancellor's Office collaborated in the conceptual design.
Staff from the three education sectors (K-12, community colleges, and public universities) are
designing and piloting a prototype. The goal of this initial collaboration is to focus on the College
Admission and Placement Profile, build on existing Student Information Systems (SIS) and the
Oregon Student Record, and provide the "proof of concept" necessary for a K-16 integrated datatransfer system.
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Specifically, the CAPP creates a subset of the data outlined in the Oregon Student Record and
provides information directly to participating community colleges and OUS campuses. Advantages
are:
High school counselors/registrars can electronically send data on an individual student to many
institutions for use in college admission and/or placement.
High school students could submit their data for an audit of college readiness prior to applying.
Annually, postsecondary institutions can send summary data to each high school about the college
performance of their graduates.
Selected OUS institutions, community colleges, ESDs, school districts, and the Oregon Department
of Education will collaborate in piloting a prototype of this system during the 2003-04 academic
year. The target date for final implementation of the entire system is fall 2006.
Contact: Doug Kosty, doug.kosty@state.or.us, Oregon Department of Education, 503-378-3600 ext.
4494
Functional Diagram:
Oregon Department of Education
Department of Community Colleges and Workforce Development
Student requests data,
including standards met, be
sent to college(s) as part of
admission and placement.
Postsecondary Side
K-12 Side
Eas tern Oregon
Univers ity
ESD/School Dis trict
Sys tem Export
Oregon Ins titute
of Technology
OUS C ampus es
Trans fer of
Trans cript
Initiated
ODE Oregon State
As s es s ment Tes t
Databas e
Firs t Year Study
Data R etrieval from
Higher Education
Fres hman Profile
Oregon State
Univers ity
C ommon File Format
(Oregon Student R ecord)
Feedback to HS
C ommunity
C olleges
M anual Entry
High schools use
student success data to
improve college
preparation programs .
Colleges study
students’
preparation and
remediation
needs
Portland State
Univers ity
Private
C olleges
Southern Oregon
Univers ity
Colleges give data
back to high schools
on their students’
college success.
Univers ity of
Oregon
W es tern Oregon
Univers ity
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Technical Diagram:
OREGON
STUDENT
RECORD
K-12 Server
OREGON
STUDENT
RECORD
Secure FTP or
HTTPS
Batch Program to
Transmit EDI
formatted file to UT
EDI server
Program to translate
OSR to EDI Formatted
File
K-12 Server
Secure
FTP
SPEEDE/ExPRESS
data processing
Secure FTP or
EMAIL
Post Secondary EDI
Client Machine
OREGON
STUDENT
RECORD
OUS VMS Server
University of Texas EDI Server
K-12 Server
re
cu
Se
eb
W
te
Si
s)
ttp
(h
CC Data Reports
Via the Web
Secure Web Site (https)
P
FT
SCARF process to
create reports
E
or
K-16 Data Reports
Via the Web
AI
-M
L
OUS IR Server
K-16 Data Report
Document
3/8/2016
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November 2004-Final Prototype Plan and Charter
By November 2004, the scope of the work became more concrete. Due to the budget cuts
within higher education, the project was limited to one university (Oregon State University), one
community college (Linn-Benton Community College), one school district (Beaverton School
District), and one ESD (Multnomah ESD).
As of this report, data elements have been sent to ODE for final review, and work on data
mapping will begin. These elements were refined throughout the process and were more clearly
defined after the April meeting at which the participants were asked to rank the importance of the
existing data elements (Appendix G). Once the data mapping has been completed, Royce Tokar can
begin working on the program to translate the data from the flat file received from the participating
districts (using the OSR format) to an EDI formatted file that can be read by the participating
postsecondary institutions. See Appendix F for a list of final data elements. The following sections
outline the current workplan and charter for the prototype for the data system:
Preliminary Workplan for K-16 Data Transfer System Prototype
The following identifies the scope of the work for the k-16 data system and articulation projects
currently under evaluation:
Description of project (taken from the “More, Better, Faster” Committee summary):
Connecting Higher Education to a Statewide Student-Service System-This project would facilitate
the electronic transfer of K-12 student transcripts to OUS institutions and community colleges
admissions offices, and the creation of a statewide web-based course articulation service that would
enable students to determine how courses taken at one college or university could be transferred to
another. The projects will create greater efficiency in admissions processing and student course
placement while also leading to improved secondary school performance by providing meaningful
student-performance feedback to high schools.
K-16 data transfer:
In July of this year, ETS staff successfully transmitted a test file with limited data from a machine at
ETS to Oregon State University admissions. During the next phase of the pilot, additional test
transmissions will need to be conducted from a designated ESD and community college. It is
anticipated that the primary costs during this phase will be in FTE hours. Existing OUS ETS
hardware can be used for the prototype. Tasks during this phase include:
1.
2.
3.
4.
Setting up an FTP directory to receive high school transcripts-September 2004
Defining a file specification for the high school transcript-October 2004
Working with ODE to finalize the extract format-October 2004
Information website updates-Ongoing
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5. Working with schools to identify who can request files to be sent (i.e. counselor, IT staff)Ongoing
6. Working with the ESD to write an extract and FTP the transcript file-October/November
2004
7. Attending the AACRAO conference to identify how other states transfer transcripts and
identify any new technology changes that will affect the way transcripts are transferredOctober 2004
8. Writing a program to convert the extracted file to EDI format for colleges to readNovember/December 2004
9. Sending the extracted file through the Texas Speede/Express server-December 2004
10. Sending a transfer confirmation to the school district-December 2004
11. Revisions/process improvements based on first trial-January 2005
12. Report cost benefits to legislative groups -March 2005
Much of the work during this phase involves communicating directly with the schools to develop
appropriate protocols and file formats and assisting with troubleshooting any problems with the
transfer.
Identified Prototype Participants-K-16 Data System:
Oregon State University-Higher Education
EDI integration, potential to import directly into Banner, standards information included.
LBCC-Dual Enrollment with OSU. High EDI usage.
Beaverton School District-Independent Data Center.
Currently working with ESIS to integrate CIM data (including work samples) into their system.
Multnomah ESD-Regional School District
Project Website:
http://pass.ous.edu/?id=CSAP
Lisa Mentz
Project Manager
Lisa_mentz@ous.edu
(541) 346-5712
3/8/2016
Royce Tokar
Analyst Programmer
ETS, Oregon State
University
Royce_tokar@ous.edu
(541) 737-7257
K-16 Data System
13
Charter Document: K-16 Integrated Data System Prototype
Project Leaders:
Project Sponsor:
User Community:
Lisa Mentz, Royce Tokar, Mark Endsley,
Oregon University System, Oregon Department of Education, CCWD
(Community College/Workforce Development)
Oregon State University, Linn-Benton Community College,
Multnomah ESD, and Beaverton ESD.
Synopsis
Description –
This project facilitates the electronic transfer of K-12 student
ttranscripts to OUS institutions and community colleges admissions
offices. This project will create greater efficiency in admissions
processing and student course placement while also leading to
improved secondary school performance by providing meaningful
student-performance feedback to high schools.
Scope –



This project will focus on creating, mapping, and sending k-12 transcript data to
participating postsecondary institutions.
Participating agencies will process the incoming test transcripts consistent with their
current method of EDI postsecondary processing (e.g. if schools currently receive and
print electronic transcripts and enter data manually, they will not have to implement an
automatic BANNER upload for the process to work).
The SSID field will need to be added to BANNER using a script already created by
Royce Tokar.
Critical Assumptions –
 ODE and project team leads will work together to create a defined set of data
elements for participating K-12 institutions to extract from their student information
systems. This data set will be assembled via feedback from other OUS and CC
institutions. While the data set includes most of the known high school transcript
data, further refinement may need to be conducted as a result of the prototype
process.
 While community colleges currently do not ask for high school transcript data, the
participating community college will be able to receive and print a high school transcript.
Milestones –
 Meet with ODE and finalize data elements.
 Complete data mapping from OSR to EDI (TS 130)
 Create routine for translating mapped data
 Create extract file from ESIS (ODE)
 FTP of extract file to OUS server for mapping
 Receipt of extract at OSU and LBCC
Desired results—
Expected Benefits –
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 Improve application and placement process for students.
 Provide additional data about Oregon students for later transfer back to schools.
Completion Criteria –
 Successful receipt of college transcript as evidenced both via the paper transcript printed from EDI
software and EDI acknowledgment receipt to OUS programmer (TS 997).
Resources—
Project Team – (Note all hours are rough estimates)
OUS
Royce Tokar—OUS programmer/Banner Specialist
Lisa Mentz—OUS K-16 data system project manager
Mark Endsley—Project Lead
64
400
768
OSU
Karen Such-Content, Functionality Advising
Jim Day – EDI, Banner Integration
LBCC Mike Brawn
80 hours
80 hours
80 hours
Beaverton ESD—Steve Carlson/Jeff Hoag-ESIS extraction Beaverton
80 hours
MESD —Keith Eisele, Karla Hobbs
80 hours
Schedule
1. Setting up an FTP directory to receive high school transcripts
2. Defining a file specification for the high school transcript
3. Working with ODE to finalize the extract format
4. Information website updates
5. Working with schools to identify who can request files to be sent
(i.e. counselor, IT staff)
6. Working with the ESD to write an extract
and FTP the transcript file
7. Attending the AACRAO conference to identify how other states transfer
transcripts and identify any new technology changes that will affect the
way transcripts are transferred.
8. Writing a program to convert the extracted file to EDI format for
colleges to read
9. Sending the extracted file through the
10. Texas Speede/Express server
11. Sending a transfer confirmation to the school district
12. Revisions/process improvements based on first trial
13. Report cost benefits to legislative groups
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September 2004
October 2004
October 2004
Ongoing
Ongoing
Oct./Nov. 2004
October 2004
November 2004
November 2004
November 2004
January 2005
March 2005
15
SSID Usage
Oregon has implemented the secure student identifier for each k-12 student. This unique identifier
can be used as a means to identify a student’s information in lieu of the social security number. OUS
institutions agreed to put the SSID request on applications late in 2003 for the upcoming 04
applications. This student identifier can be matched to the student’s state testing record for increased
efficiency in conducting data research to inform instruction at the k-12 level.
What is the Secure Student ID process?
A goal of the Secure Student ID project is to assign a State ID to every student in Oregon in school
year 2001-2002. The Secure Student ID will support more accurate collection of student assessment
data and participation in other programs (Migrant Ed., Professional/Technical Education, etc.) When
fully implemented, the Secure Student ID will help minimize the burden on school districts to
provide student data to the Oregon Department of Education (ODE) and facilitate the electronic
transfer among districts of the Oregon Student Record. Districts will have new access to longitudinal
information about student assessments, and have the ability to track performance of students in
various educational programs.
What are the characteristics of the Student ID?
The Secure Student ID is a ten-digit number including a MOD11 check digit. The check digit helps
catch instances when digits have been transposed or entered incorrectly. Numbers are assigned
consecutively.
*Taken from ODE website SSID section-file ssidfaq.doc
Table Layout
Field
Num
20*
Data Name
Secure Student
ID (SSID)
Text Start
Position
88
Length
Type
Brief
Description
10
INT
The ODE
assigned
Secure Student
Identifier.
Include this
number if the
student has
been assigned
an SSID
number.
If present, this
number must
be a valid
SSID. Pad with
blank spaces or
zeros.
 - Indicates a required data item
*Taken from ODE website SSID section-file ssidfileformat.pdf
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Data Elements
Because the electronic transcript has the ability to provide data that is not typically found in the
current high school transcript (and potentially streamline the admission process), it was important to
define the elements that participating institutions required before asking the K-12 participants to
extract that data from their student information systems.
In order to identify these items, a two-step process was followed. An initial memo from Christine
Tell to the ICAR list-serv asked institutions to identify elements that they would require from a
common transcript. This resulted in the following list:
 SSID
 SSN (if available)
 Student name
 Current address and Contact Information
 High School CEEB
 High School name
 Location
 Courses taken 9-12
 Grades received by term
 Number of units of credit awarded for each course
 Class rank
 Term by term GPA
 Cumulative High School GPA
 Clear notation of college prep courses (AP, IB, honors, etc.)
 National test scores
 State test scores (writing, reading, science, math, mathps)
 PASS data (if available)
 Graduation date
 Academic honors
 CIM earned (if available)
 CAM earned (if available)
From this general list of categories, a chart containing these elements was defined and outlying
questions such as the level of detail required was included. The list was again sent to the list-serv for
feedback. Unfortunately there was little to no feedback, so a more specific survey was developed for
the December 2003 meeting.
The December survey served as the last check for data elements to be sent by participating
institutions. At this time, k-12 institutions were given a list of the data fields that postsecondary
institutions requested and postsecondary institutions were asked to rank each of the elements. From
this ranking, the required elements were pulled and sent to ODE for extract to be mapped to the
required format for receipt by OUS and community colleges.
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Technology Research
Background
Early on in the development of the specifications for the prototype, questions arose as to the
mechanism through which data would be exchanged. Several OUS institutions already exchanged
transcript data via EDI (Electronic Data Interchange-see definition later in the section) with
community colleges and amongst other OUS institutions. However, at the same time the
Postsecondary Electronic Standards Council (PESC) was developing the XML specification for the
exchange of postsecondary transcripts. Research was conducted (which included Royce Tokar and
Lisa Mentz attending the AACRAO conference in October 2004) to determine whether to continue
with EDI implementation of K-12 records or look towards future implementation with XML.
Because the PESC transcript was just implemented in May 2004, the recommendation from
participants at AACRAO was to continue in EDI implementation. The changeover to XML will take
some amount of time and the SPEEDE committee (that works on the SPEEDE/XPRESS standards)
is still working on crossover documentation from EDI to XML. Banner representatives reported on
an XML project with Georgia and hoped that this would lead to XML support being implemented in
next year’s version of baseline Banner. They also hoped to add XML support to EDI.smart, the EDI
software package that is provided by SCT Banner.
Through the work with these organizations and contact with other states (such as California,
Iowa, and also Canada), processes for translating the data were identified. For example, early on,
Iowa implemented the translation from the student information system to the appropriate EDI format
on the client level—meaning each school used a piece of software locally to extract and map data.
They found that this required a lot of maintenance time, so they contracted with an outside vendor to
create a web interface whereby districts could extract their data, upload it to a secure website, and
complete the mapping process and push it through the Texas server. This option also allowed for one
centralized area for data mapping so that, as specifications changed, they needed to be modified only
once instead of at each district. Many other states follow this model
Many states use a centralized web software program for data mapping. Ontario uses Trusted
Link to map their data. As does Oregon, they use a proprietary format for data extraction on the K12 side. While Royce Tokar will be writing a basic program for the prototype, one of the packages
may be investigated as the project is scaled up. Appendix H provides a list of some of the research
links used during this process.
Prototype Functionality
OUS worked with ODE and community colleges to determine the data elements required by
higher education institutions to make admissions decisions. By looking at other states, it became
apparent that the common way of transferring k-12 transcripts to postsecondary institutions was to
extract data from the student information system (SIS) and map that data for use in higher education
using the TS130 (http://www.pesc.org/info/docs/Ps130.pdf) data specification for EDI exchange (see
Appendix J for an example of instructions from Northern Illinois University). A test transcript was
developed in Excel for districts to use as reference and to make sure all data elements were included
(see Appendix I for an example).
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Several key terms are defined below:
Speede/Express
“SPEEDE/ExPRESS (Standardization of Postsecondary Education Electronic Data
Exchange/Exchange of Permanent Records Electronically for Students and Schools), a set of record
formats which has been approved by the American National Standards Institute.”
Obtained from http://www.firn.edu/faster/manl0203/index.htm (Introduction section)
EDI (Electronic Data Interchange)
EDI stands for Electronic Data Interchange, a method of transporting all types of information, such
as purchase orders, invoices, payments and even graphics, to another party electronically. EDI
technology was introduced by Value Added Networks (VANs) in the 1970's as an alternative to
modem banks, and essentially replaces paper-based communications with electronic equivalents.
Since EDI is based on a standard developed by the American National Standards Institute (ANSI),
everyone can use it enabling all businesses (and educational institutions) to share a common
language.
Obtained from http://www.ediuniversity.com (A good link for information about EDI)
Meetings/Agendas
The following section documents some of the larger-scale meetings that were held from
approximately June 2003 to November 2004. Where possible, a description of the meeting was
included. Agendas and lists of people who were invited to meetings were also included.
6/9/03-See Appendix A for Agenda
Meeting with primary stakeholders to discuss further work on prototype:
Invited or Attended:
barry_reinstein@mesd.k12.or.us
brian_goldman@mesd.k12.or.us
Doug, KOSTY
endsley@ipns.com
Gary, ELLWANGER
kelvin_webster@mesd.k12.or.us
Mentz, Lisa
Tell, Christine
Terri, JOHANSON
Theresa, LEVY
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Meetings/Agendas (continued)
12/11/03-Large-Scale Prototype Meeting-See Appendix B for Agenda
This meeting was called to get feedback from various sectors on the information that was required in
a high school transcript. Work that had been done so far, including update on grant activities and
data element mapping were conducted. Break-out groups addressed some of the major
implementation issues, including policy issues (including FERPA), higher education needs, and k-12
needs
4/2004-Large Scale Prototype Meeting-See Appendix C for Agenda
This meeting served to update people on the prototype as well as to complete the survey on required
data elements in order to begin work on the technical side to extract and map data to be sent.
10/7/04-Advisory Group Meeting –See Appendix D for Agenda
Connie Green of CCWD called together an advisory group for an update on the data system. The K16 Prototype Plan was discussed. IR concerns were addressed. Dave McDonald and Connie Green
received update information for the Excellence in Delivery & Productivity committee for the State
Board of Higher Education.
The advisory group was also presented with copies of the latest working documents including a cost
benefit PowerPoint presentation that Oklahoma presented at the AACRAO conference, a copy of a
sample test transcript, and a sample of the elements that California uses for its test transcript.
Attendees:
Doug Kosty (ODE)
Curt Pederson (OUS ETS/OSU)
Gary Ellwanger (ODE)
Lisa Mentz (OUS)
Arron Frerichs (OUS IR)
Bob Kieran (OUS IR)
Marilyn.Kolodziejczyk (CC data)
Christine Tell (OUS)
Connie Green (CCWD)
David McDonald (OUS)
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Project Activities (Including Technology Research)
Contacts with other organization
The table below provides a summary of what other states are doing with online transcripts. This
summary was obtained through project definitions on the state websites unless otherwise indicated.
Definitions of some common terms used in automated transcript delivery are provided below.
For a listing of other states, along with a brief description of their trading status, please visit the
American Association of Collegiate Registrars and Admissions Officers at
http://www.aacrao.org/speede/statestat.htm.
State
Description of System
Estimated Cost
Florida (FASTER)
Florida uses the
Speede/Express format to
transfer data among its
institutions.
Unknown. Florida has
been involved in EDI
transcripts in various
forms since about 1997.
See
http://www.firn.edu/faster/
manl0203/index.htm for
more information
“Currently, the System can be
used to transfer three kinds of
student records:



Institutions Registered
on EDI server
Since Florida has such a
vast list of users, please
see the Texas
Speede/Express server for
a complete listing:
http://www.utexas.edu/stu
dent/giac/speede/server/pa
rttbl.rp1
Interdistrict Records
(and Bright Futures
and Talented Twenty
Records)
Secondary
Transcripts (and
Bright Futures
Records, Talented
Twenty and
Outstanding High
School Juniors)
Postsecondary
Transcripts (and
Teacher Certification,
Dual Enrollment and
Postsecondary
Feedback)
Interdistrict Records consist of
a public school student's
permanent record and selected
category "B" information. As
the name implies, these
student records are transferred
between school districts. A
subset of the Interdistrict
Records formats is also used
to transmit Bright Futures
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information from school
districts to the Office of
Student Financial Assistance.
The Secondary Transcript is
the set of records that
accompanies a high school
student's application for
admission to a Florida
postsecondary institution.
These records are transmitted
when a student specifically
requests his or her high school
to send the records to a
postsecondary institution or to
the Office of Teacher
Certification. The Secondary
Transcript is also used to
transmit Bright Futures
information from school
districts to the Office of
Student Financial Assistance.
The student may also
authorize a postsecondary
institution to request the
transcript from the student's
high school on the student's
behalf. In this case, the
postsecondary institution
issues a request to the
student's high school, which
responds by shipping the
student's Secondary Transcript
to the postsecondary
institution.”
Taken from the FASTER
website.
Iowa (EASIER)
http://www.state.ia.us/educ
ate/fis/pre/pe/index.html
On March 9th, 2004, Christine
Tell, Royce Tokar, Mark
Endsley, and Lisa Mentz
participated in a conference
call with Iowa. The
description that follows is a
summary from that meeting.
Iowa began their automated
high school transcript using
client-based EDI programs.
After learning that this
required much maintenance,
they moved to the web-based
version that they are currently
developing.
3/8/2016
The latest version cost
approximately 300K for
the “shell” and uses 3-4
FTEs for process.
Figures not available
for the initial clientbased model of
development.
Iowa has a long list of
registered users for their
K-12 side and a few
higher ed institutions.
Please see the Texas
Speede/Express server for
a complete listing:
http://www.utexas.edu/stu
dent/giac/speede/server/pa
rttbl.rp1
22
They hired an external
company to create the “shell”
for mapping and translating
the data from the various
systems. The web interface
works not only to map the data
but also keeps a history of
transcripts currently being
processed.
North Carolina
Currently, all of their districts
agreed to participate. They
began working with only one
university in Iowa. They have
now had to put their energies
towards creating a common
student identifier to make the
system work, as they were
previously using the social
security number.
210 schools currently using
their NC WISE system as of
July 2003 on the K12 side.
http://www.ncwise.org. This
project also includes
integrating an electronic SIS.
The higher ed side includes a
transcript project. The website
is
http://ias.ga.unc.edu/~rfh/unce
di/, although it hasn’t been
updated in some time.
6 FTEs listed under
Ncwise.org.
According to site, all 16
UNC institutions plus
K12 with Esis installed.
STATUS - All 16 UNC
institutions have this
software or equivalent
software installed (EDI
Smart, depends on the
licensing. They list
2500-3000 on their site.
Royce estimates 3000.
Electronic transcripts are
submitted through the
Ncmentor site, and is under
testing until September 2004:
https://secure.ncmentor.org/Tr
anscript_Manager/default.asp
We would have to contact
North Carolina to find out
what work is currently being
done at the higher education
side (their website stops at
2001 or 2002 with updates).
Oregon
3/8/2016
Several Oregon universities
and community colleges use
EDI to exchange transcript
data in programs with dual
enrollment. Each community
college or university has its
own locally administered
See budget for cost
estimate for full-scale
implementation similar
to other states.
These are the registered
participants, along with
date of registration. Note
that some participants
may not actively be
trading transcripts.
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software. For example,
Oregon State uses EDI Smart,
an SCT Banner product, to
exchange files with colleges
such as Chemeketa
Community College. Since
the software is in place, they
can also exchange transcripts
with other universities if
agreements are in place and
they are equipped to handle
the transmissions.
Chemeketa Community
College
08/21/03
Clackamas Community
College
09/07/96
Eugene Public Schools
District 4J 09/15/97
Linn Benton Community
College
06/19/03
Oregon State University
10/05/02
Oregon University
System
06/22/04
Portland Community
College
02/18/03
Portland State University
02/10/04
University of Oregon
04/22/02
Texas
3/8/2016
Texas offers one of the more
extensive EDI transcript
exchange programs in the
field. They house the
Speede/Express registrant
server, stating “Despite some
generous offers to share the
cost - most notably by
TexasA&M, we have decided
that the simplest solution
would be for The University
of Texas at Austin to bear all
costs of the Server. Savings
on VAN charges for the Texas
ETN could quickly offset
expenses.
Maintenance of the registrant
table becoming a burden
would be a great
problem to have, as it would
indicate an increased level of
participation in
SPEEDE/ExPRESS - an
occurrence which allows much
moreefficient processing of
transcripts and applications at
UT Austin. We feel that the
SPEEDE/ExPRESS project
will offer assistance if
Based on the EDI
software listed on the
Texas Speede/Express
site, the cost would
include licenses and
support for the
following software
packages:
A full user-list can be
viewed here:
http://cis.tamu.edu/sims/s
peede/spex.html
31 use EDI Smart
13 Homegrown
1 Sterling
2 Trusted Link
7 POISE ETS
9 QandE
In addition, each listed
college has a contact,
approx 65-80 people.
K-12 lists
approximately 4 people.
24
expansion to other transaction
sets creates administrative
burdens. We have received
offers of support from several
sources.”
We have contacted or reviewed the following states’ information:
 Iowa
 California
 Florida
 Canada
Participants/Groups as of November 2004
OUS~ODE~CCWD Advisory
Doug Kosty (ODE)
Curt Pederson (OUS ETS/OSU)
Gary Ellwanger (ODE)
Lisa Mentz (OUS)
Arron Frerichs (OUS IR)
Bob Kieran (OUS IR)
Marilyn.Kolodziejczyk (CC data)
Christine Tell (OUS)
Connie Green (CCWD)
David McDonald (OUS)
Sabah
Grant-seeking activities
6/28/03-Gates Foundation Grant proposal completed.
11/2003-Preprosal for funding goes to FIPSE (Fund for the Improvement of Postsecondary
Education)
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