“Kids First, New Mexico Wins!”
Staff, Courses – What’s New in
STARS for 2015-16
Presenter: Alecia Moll - IT
alecia.moll@state.nm.us; 505-827-6502
NMPED Data Conference April/May 2015
“Kids First, New Mexico Wins!”
New Math Course Code
 Course Code: 2039
 Course Name: Fractal Mathematics
 Grade Level: 9-12
 Prerequisites: Algebra I, Geometry
 Requires Math endorsement
NMPED Data Conference April/May 2015
“Kids First, New Mexico Wins!”
New SLP Clinical Fellows license
 Staff Assignment Codes:
• 111/111S Speech//Language Pathologist Clinical Fellows
(not new)
• Category: Related Service Personnel for Special
Education
 Beginning 2015-16 will require 917 Pre K-12 SLP
Clinical Fellow License or will result in Licensure
Discrepancy
 In past, didn’t require licensure since no license available
NMPED Data Conference April/May 2015
“Kids First, New Mexico Wins!”
New Speech/Language Apprentice license
 Staff Assignment Codes:
• 26/26S Speech/Language Apprentice (not new)
• Category: Related Service Personnel for Special
Education
 Beginning 2015-16 will require 918 Pre K-12 Speech
Language Apprentice License or will result in Licensure
Discrepancy
 In past, didn’t require licensure since no license available
NMPED Data Conference April/May 2015
“Kids First, New Mexico Wins!”
Teacher Attendance EOY collection
 Number of Days Absent for Teachers only for period
2015-04-16 through EOY
 If using STARS, must be submitted at EOY of
CURRENT school year (can’t wait until next year to
submit)
• Start Date MUST be 2015-04-16
− Even if person hired AFTER this date
• End Date MUST 2015-06-30 (last day of school year in
STARS)
− Even for year-long schools or if your school year ends
AFTER this date
• Can submit Staff Attendance Template throughout
Summer (AFTER
this date)
NMPED Data Conference April/May 2015
“Kids First, New Mexico Wins!”
Teacher Attendance EOY collection - Continued
 Sharepoint (SP) will be available beginning of next year for making
changes to 2015-04-16 through EOY; however, will NOT be able to
make PRIOR year changes in STARS-Will load STARS data into
Sharepoint (difficult to pre-populate SP from teachers in Staff
Assignment because EOY is different for everyone).
https://eui.ped.state.nm.us/sites/ees/TeacherAttendance/default.aspx
 School Year 2015-16, collect Teacher Attendance for date ranges:
• Beginning-of-year through 2016-04-15
• 2016-04-16 through EOY
 Teacher Attendance used for 2015-16 Teacher Effectiveness
Ratings will include 1 year timespan
• 2015-04-16 through EOY AND Beginning-of-year through 2016-04-15
(cross yrs.)
NMPED Data Conference April/May 2015
“Kids First, New Mexico Wins!”
Gifted-Only Students: SLP & Caseload Waiver
Current Business Rule:
 Only includes Case Managers assigned to students in
Special Ed Snapshot
• Staff Assignment Codes that can carry a caseload
− 94 Gifted Teacher; 96/97 SpEd Teacher; 95 SLP acting as
Case Load Mgr
New Business Rule:
 If Gifted-Only students found on teacher’s caseload, will
check for 94 Gifted Teacher and flag if not found
• Because Gifted Endorsement is required for 94 Gifted
Teacher, will be caught in License Discrepancy
NMPED Data Conference April/May 2015
“Kids First, New Mexico Wins!”
Gifted-Only Students: Classes
Business Rule:
 No specific “Gifted-Only” course codes (any course may be taught
“gifted curriculum”)
 Gifted-Only class (class taught in “gifted manner”)
• Report SOME FTE in 94 Gifted Teacher Staff Assignment to
verify Licensure (gifted endorsement-09)
 Gifted Teacher License Requirements(94 Staff Assign.)-Any
teaching license with GIFTED endorsement
 Issue: Class happens to contain some gifted-only students, but not
taught as “gifted” then would not require 94 Gifted Teacher
 Course Instructor Gifted Indicator=Y (Yes); gifted curriculum
 Gifted-Only classrooms omitted from HQT
 Defn. Gifted-Only: GiftedParticipation=Y & SpEd=N (no disability);
NMPED Data Conference April/May 2015
Student Snapshot
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Course Instructor: Indicator fields
 Y/N Indicator fields
 Allows multiple indicators per CourseCode+Section
 Since 5th digit of 8-digit course code no longer used by PED to
determine type of “curriculum”, please use indicator fields for this
purpose
 i.e. For Career Tech courses, specify Career Tech Indicator=Y;
Don’t specify Career Tech Yes if a Career Tech student happens to
be taking a non-career tech course such as PE.
• Same rule for SpEd students. If SpEd self-contained class and
geared towards SpEd methodologies, then specify SpEd=Y, but
don’t specify SpEd if an Algebra 1 inclusion class happens to
have SpEd students.
NMPED Data Conference April/May 2015
“Kids First, New Mexico Wins!”
Course Instructor: Basic Indicator field
 Field 70, Basic/General Indicator (Y/N)
 Specify Y if this is a Basic/General class; specify N if not
 Adding “General” for clarity- many are still using the “4”
in the 5th digit of the 8-digit course code for general
courses, which is okay to map to this field
 Technically, not EVERY class needs to be mapped to
one of the indicator fields, but may be good practice at
districts/charters
NMPED Data Conference April/May 2015
“Kids First, New Mexico Wins!”
New Staff/Staff Snapshot fields
 Original Hire Date
• Field #33 (Original Employment Start Date)
 Staff Start Date of Current School Year
• Field #35 (Current Service Date)
Used in Teacher Effectiveness analysis for determining
percent of time in a class (along with Teacher Exit Date)
• Used in addition to snapshots
− If teaching student (same class) all 4 snapshots (25% each
snapshot) AND worked full year, then counts 100% (if found
in 3 of 4 counts 75%)
− If found in all 4 snapshots but Staff wasn’t there all year,
would count less than 100% using start and end dates
NMPED Data Conference April/May 2015
“Kids First, New Mexico Wins!”
Exited Teacher reporting problem
 If retired end of last year, and reporting them one last
time to STARS at beginning of this year, then only report
them in STAFF with Exit Date and reason for leaving
 Don’t report them in STAFF SNAPSHOT or STAFF
ASSIGNMENT because these are reserved for “active”
staff only
• If they are, then Teacher Attendance records will be created for them in
Sharepoint. Since data cannot be deleted from Sharepoint, enter 0 (or
leave blank) “Number of Days Absent”.
− If a current year observation is not found for them, then they will not
receive a Teacher Effectiveness rating, so this erroneous record will be
ignored.
NMPED Data Conference April/May 2015
“Kids First, New Mexico Wins!”
Problem: Missing Parent/Student Survey records
 Caused by misaligning courses to teachers to students
 Various causes:
• Teacher never reported in STARS teaching a course code
• Teacher reported teaching a course but no students
enrolled in course
Important: Everyone providing instruction to students
should be reported to STARS in Course Instructor and
Course Enroll.
NMPED Data Conference April/May 2015
“Kids First, New Mexico Wins!”
Problem: Missing Teacher Attendance Sharepoint Data
 Must report teachers who are providing classroom
instruction to students in a TEACHER Staff Assignment
code to generate a Teacher Attendance record in
Sharepoint (STARS data used to pre-populate
Sharepoint)
 Issue: Academic Instructional Coach(105), Resource
Coordinator(83) & supervisor/manager staff assignment
codes are common mistakes. If performing BOTH job
duties (teacher + other position), submit 2 Staff
Assignment Codes with appropriate FTE.
 Note: Records could be added through STARS (Staff
Attendance) but couldn’t be directly added to Sharepoint.
NMPED Data Conference April/May 2015
“Kids First, New Mexico Wins!”
Teacher Effectiveness Flowchart
Observation
Yes
found
N
o
Get Student Achievement
and other measures
(Parent/Student Surveys;
Teacher Attendance)
Yes
Produce Teacher
Effectiveness
Rating
No Teacher Effectiveness Rating
Note: For SpEd Teachers giving100% instruction to SpEd students graduating
on Ability option, shouldn’t be observed (Group D). However, if observation
found, then may (inadvertently) receive a Teacher Effectiveness Rating.
NMPED Data Conference April/May 2015
“Kids First, New Mexico Wins!”
Teacher Effectiveness Overview
Teachers assigned to groups:
 A=Teaching courses mapped to Standard Based Assessments
(SBA-Math,Reading,Science/PARCC-Math,Reading)
 C=K-2 teachers (DIBELS)
 D=SpEd teachers teaching ONLY students on Ability graduation
option-omitted (No observation; No rating)
 B=All other teachers (Art, Music, PE, Electives, etc…; EOC)
Teacher Effectiveness Rating:
 ½ based on current year (observations/surveys/teacher attendance)
 ½ based on prior 3 years (student achievement growth)
Observation:
 NMTEACH Rubric measures effectiveness of classroom instruction
NMPED Data Conference April/May 2015
“Kids First, New Mexico Wins!”
Teacher Effectiveness: Course Codes tied to
Assessments
Important to know Course Codes are tied to Assessments.
i.e. Elementary Homerooms (0000-0008)
 Tied to SBA (Math/Reading/Science), next year tied to
PARCC Math/Reading; SBA Science
 Important: Only report teachers providing instruction
with these course codes (don’t report those taking
attendance only 1st period)
Many other assessments attached to various course codes:
 EOC, Alternative Assessments for SpEd, Access ELL,
DIBELS for K-2, Interim Assessments, etc…
 New STARS report next year showing relationships
NMPED Data Conference April/May 2015
“Kids First, New Mexico Wins!”
Reporting Courses to STARS for Teacher Effectiveness
 Align course codes to students and teachers that reflect true
classroom instructional environment
 Only report people providing instruction with course codes
 ALL teachers providing instruction should be reported with course
codes in STARS
 All teachers providing instruction should have an observation score
 Teacher Effectiveness Rating impacted anytime reported in Course
Instructor as either “Primary” or “Other” Instructor
• Multiple teachers may be responsible (and held accountable) for
student’s learning in a particular subject (or single course code)
 Important to align TEACHING Staff Assignment codes with
instructors of Course Codes
NMPED Data Conference April/May 2015
“Kids First, New Mexico Wins!”
Reporting Courses to STARS for Teacher Effectiveness
Align course codes to students and teachers to reflect
true classroom instructional environment
 Primary Instructor=Teacher of Record (assigns grade)
• Educational Assistants (EAs)/Instructional Assistants
cannot be Primary Instructors (no teaching license)
 Other Instructors
• Co-teachers
• Any person also providing instruction in classroom
Note: If observation not found this year, won’t receive
Teacher Effectiveness Score this year. Observations only
affect 1 year (current year).
NMPED Data Conference April/May 2015
“Kids First, New Mexico Wins!”
Reporting Courses to STARS for Teacher Effectiveness
Only report people providing instruction with course
codes as Instructors
 Applies to both Primary Instructors and Other Instructors
 Don’t report proctors, attendance only, resource coordinators
(83), monitor classrooms, provide special ed services
unrelated to instruction (such as SLP(93)), Special Ed
Supervisor (61), Academic Instructional Coaches (105), etc..
• Not TEACHER position codes; even though may allow teaching
licenses
 People who have a teaching license and are providing instruction to
students MUST be reported in TEACHING staff assignment codes
• EAs have their own non-TEACHING category and MAY be included as
“Other Instructors” (but not Primary Instructor); Used in some class
overloads.
NMPED Data Conference April/May 2015
“Kids First, New Mexico Wins!”
Reporting Courses to STARS for Teacher Effectiveness
All teachers providing instruction should be reported
with course codes in STARS
 Applies to both Primary Instructors and Other Instructors
• Both will receive equal ratings in Teacher Effectiveness
(i.e. Counts 25% for each of 4 snapshots for total 100%;
adjusted by Teacher Start (new) & End dates)
 Problem: Not all teachers are being associated with
Course Codes (such as Special Ed teacher going into
classroom, students pulled out for additional instruction,
classes omitted because not aligned with snapshots).
• Hurts teachers trying to advance through licensure
− if attain certain rating may auto-advance to next level
NMPED Data Conference April/May 2015
“Kids First, New Mexico Wins!”
Reporting Courses to STARS for Teacher Effectiveness
All teachers providing instruction should have an
observation score
 Applies to both Primary Instructors and Other Instructors
 If no observation found won’t receive teacher
effectiveness rating
NMPED Data Conference April/May 2015
“Kids First, New Mexico Wins!”
Reporting Courses to STARS for Teacher Effectiveness
Teacher Effectiveness Rating impacted anytime
reported in Course Instructor as either “Primary” or
“Other” Instructor
 4-digit state course codes align to assessments and will
be available next year in STARS for districts/charter to
view
 Important to properly align teachers and students to
course codes and not omit teachers
 Note: Last year only Primary Instructors received
Teacher Effectiveness ratings. In future, will include
“Other” instructors.
NMPED Data Conference April/May 2015
“Kids First, New Mexico Wins!”
Reporting Courses to STARS for Teacher Effectiveness
Important to align TEACHING Staff Assignment codes
with instructors of Course Codes
 Entails aligning Staff Assignment template to Course
Instructor template
 People providing instruction to students (excluding EAs)
require a TEACHING license and must be reported in a
TEACHING staff assignment code as well as reported
with a Course Code
NMPED Data Conference April/May 2015
“Kids First, New Mexico Wins!”
Include Pull-out and Pull-in Classes
Include Pull-out classes
− Even if no grade assigned
− Impacts students learning
− ESL, Assisted Reading & intervention often considered pullouts
Include Pull-in classes (inclusion)
− Special Ed students pulled into a general ed classroom
Note: Subject areas and Course Codes critical because tied to
assessments. Students assessment scores get linked to teachers to
generate Student Achievement Growth over 3 year period.
If missing, don’t have complete picture
-Goal: Show accurate instructional environment in STARS
NMPED Data Conference April/May 2015
“Kids First, New Mexico Wins!”
Problem: Course fell outside snapshot date collection
If class ends BEFORE snapshot date (and it’s an ongoing
class in which student completed and received a grade),
then include course related data in next snapshot for
Teacher Effectiveness.
i.e. Student completes a class before 40th day and is enrolled in
new class at 40th day. Ideally, PED would like BOTH classes
submitted at 40th day in Course Instructor, Course Enroll and
Student grades (if received grade for 1st completed class). Don’t
need class schedule changes.
Occurs because class schedules don’t coincide with
snapshots. (Semester, Trimester, block scheduling, etc…)
Rule: If completed class, report it (allows grade). No longer have to
wait until EOY.
NMPED Data Conference April/May 2015
“Kids First, New Mexico Wins!”
Report classes even if not attended daily
i.e. Attend Period 1 Math class on Monday, Wednesday &
Friday and Period 1 Elective class on Tuesday and
Thursday. Report BOTH course codes and sections with
appropriate teachers and students.
Even if seat they were in on 40th day snapshot was only the “Elective”
class above, still report the Math class.
If SIS extracts data on 40th day and only includes active schedules at
that point in time, may revisit. At 40th day, would prefer significant,
ongoing classes (including pull-outs or classes completed between
snapshots) that occurred between day 1 and day 40 be included at 40th
day snapshot. Same logic for all snapshots.
NMPED Data Conference April/May 2015
“Kids First, New Mexico Wins!”
Homeroom Course Codes 0000-0008
To better align subject areas to teachers and students,
some districts have stopped reporting elementary
homeroom course codes and instead are reporting the
elementary subject area specific course codes.
Elem Subject Specific Course Codes:
 1025 Lang Arts, 1717 Science, 2020 Math, 2738 Social
Studies
i.e. Elementary students have one teacher for Math and
another for Lang Arts
Note: Don’t report homeroom course codes for attendance onlyBecause would get all SBA Math/Reading/Science assessments
(STARS doesn’t have Attendance Course Code)
NMPED Data Conference April/May 2015
“Kids First, New Mexico Wins!”
Misalignment Issues: Courses vs. Staff Assignments
 Parent/Teacher Surveys retrieve teachers from courses
(Course Instructor & Course Enroll) and Teacher
Attendance (in Sharepoint) retrieves teachers from Staff
Assignments and when out-of-sync, data is missing.
STARS report path: STAFF>Course
Course Instructor Compared to Staff Assignment Exceptions

Error Message
•
•
•
•
•
•
No Staff Snapshot
No Course Instructor
No Course Instructor at Location
No FTE
No TEACHING Staff Assignment
No TEACHING Staff Assignment at Location
i.e. Principal also teaching class. If observed, follow rule. Split Staff
Assignment FTE between principal and teacher.
NMPED Data Conference April/May 2015
“Kids First, New Mexico Wins!”
ESL Pull-out Example-Elementary
Bus. Rule: Include at least one 1062/1063 ESL course codes
 i.e. Homeroom elementary 3rd grade contains both Gen Ed
and ESL students OR only contains ESL students and
therefore taught in a bilingual manner (Spanish)
•
Report course code 00038000
− 0003 denotes 3rd grade homeroom and requires elementary
teaching license
− 8 in 5th digit denotes taught in bilingual manner (Spanish) and
requires bilingual endorsement (or results in License Discrepancy)
 5 ESL students get pulled-out of above homeroom class for
the ENGLISH portion and sent to different teacher
• Report course code 10620000. For elementary licensed
teachers requires either Bilingual or TESOL endorsement.
− Don’t put 8 in 5th digit or will require Bilingual endorsement
NMPED Data Conference April/May 2015
“Kids First, New Mexico Wins!”
ESL Pull-out Example-Elementary Continued…
If ESL course taught as part of a Bilingual Ed Program, then also
specify Bilingual Education Program (BEP) code in Course
Instructor for EACH of the two courses on prior slide (00038000
and 10620000).
 Field 60, Course Special Program Code = BEP
• Should match teachers identified on BEP application
 At least ONE student in this BEP funded class needs to be
reported as BEP student
Class Roster Report identifies BEP Courses:
STARS Site Collection > STARS Reporting > Public Folders > eScholar
Framework - Verify > District and Location Reports > Bilingual Reports
Detailed Class Roster - BEP Courses
NMPED Data Conference April/May 2015
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Reporting Bilingual Classes
 Report 8 in 5th digit to denote teaching in SPANISH (verifies
has bilingual endorsement)
• If same teacher is teaching ENGLISH portion as well,
unnecessary to submit a separate ENGLISH course+section
 If DIFFERENT teacher teaching ENGLISH portion, then
submit different CourseCode+Section number specifying
correct teacher
• Removing 8 in 5th digit will cause a unique classroom to be created in
STARS (meaning 1st 4 digits designating State’s course code may be
same)
• If ENGLISH portion is related to ESL, then report ESL course codes
(1062 or 1063)
 If BEP funded, report BEP in Course Instructor
 Also report students in proper code (T3, BEP, ELL, ESL)
NMPED Data Conference April/May 2015
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Special Ed Student’s Graduation Options
 Standard
 Career
 Ability
• If 100% of Special Ed teacher’s instruction is to ABILITY students only,
then won’t have Observation and won’t have Teacher Effectiveness
Rating (Group D)
• Still report course codes
• Most likely ALL course codes will be Special Ed course codes that begin
with 28
• May use course code 2802 Resource Center for core subjects, and
won’t have to be highly qualified (HQ) in all four CORE content areas
since using alternative curriculum and courses

Note: 2802 Resource Center should not count as graduation credit for
CORE subjects for Standard and Career students
NMPED Data Conference April/May 2015
“Kids First, New Mexico Wins!”
Special Ed Graduation Option: Standard or Career
All Special Ed teachers providing instruction to students graduating on
Standard or Career option should be reported with Course Codes (either as
Primary or Other instructor)

Important: If SpEd Teacher teaching CORE subjects, don’t use Course
Code 2802 Resource Center

If SpEd Teacher teaching CORE subjects (Math, Science, Lang Arts, Social
Studies, Music, Art) at MIDDLE or HIGH SCHOOL, use subject area course
codes (not SpEd course codes that begin with 28)
• Must be highly qualified in course code subject area

If SpEd Teacher teaching CORE subjects (Math, Science, Lang Arts, Social
Studies, Music, Art) to ELEMENTARY students, then use subject area
course codes (not SpEd course codes that begin with 28)
• Use Elem CORE course codes to avoid Not HQT kick-out for SpEd selfcontained class (1024/1025 Lang Arts;1710/1717 Science;2017/2020
Math; 2728/2738 Social Studies)
NMPED Data Conference April/May 2015
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Special Ed Course Code Guidance- self-contained
SpEd Classroom with SpEd students only-taking
required CORE class for graduation credit
 Must be taught by SpEd teacher
 Special Ed teacher MUST be HQ in content area – there
is no other option (cannot be teamed with GenEd
teacher to pass HQT)
 If SpEd teacher is not HQ, will need to work on
becoming HQ with Licensure through alternatives to
count course as CORE course
NMPED Data Conference April/May 2015
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Additional Special Ed Course Code Information
SpEd Teachers teaching low-incident populations (1-2%) where
students are in self-contained class do NOT need to be HQ in all four
CORE content areas since are using alternative curriculum and
courses.
Course Codes 2802-2899 meet requirements for students taking
alternate assessment, using alternate academic achievement
standards (graduating on Ability Option). Any combination of these
courses per students’ IEPs make up required graduation credits (same
number for all graduates). These students may also take any class
outside these course codes as determined by IEP team.
If Course 2802 is used to supplement CORE courses or test-taking
prep for students, this counts as an elective. i.e. Wouldn’t count as
Math graduation credit.
NMPED Data Conference April/May 2015
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Special Ed Inclusion Scenario I – General Ed Only
Teacher
Special Ed Inclusion-100% of instruction given by General Ed
Teacher
 General Ed teacher must be HQ in content area
 Special Ed teacher doesn’t participate with instruction and doesn’t
go into classroom
Graduation
Option For
SpEd
Setting
Course
Section
Standard/Car
eer
Inclusion
Algebra
1 (2031)
Period1
Teacher of
Record
(Primary
Instructor)
GenEd
Other
Instruc
tor
Students
Assessment
blank
RegEd +
SpEd
Math PARCC/Math SBA; EOC
Algebra 1
NMPED Data Conference April/May 2015
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Special Ed Inclusion Scenario II-GenEd & SpEd
Teachers split responsibility
General Ed teacher responsible for RegEd Students and Special Ed
teacher responsible for “instruction” of SpEd students
 General Ed teacher MUST be HQ in content area
 Special Ed teacher MUST be HQ in content area
 Report same course code (different section) to split students among
teachers
Graduation
Option For
SpEd
Setting
Course
Section
N/A
Inclusion
Standard
and/or Career
Inclusion
Algebra
1 (2031)
Algebra
1 (2031)
Period1A
Period1B
Teacher of
Record
(Primary
Instructor)
GenEd
Other
Instruc
tor
Students
Assessment
blank
RegEd
SpEd
blank
SpEd
Math PARCC/Math SBA; EOC
Algebra 1
Math PARCC/Math SBA; EOC
Algebra 1; SpEd Assessment
NMPED Data Conference April/May 2015
“Kids First, New Mexico Wins!”
Special Ed Inclusion Scenario III-GenEd 100%+SpEd
General Ed teacher responsible for teaching RegEd & SpEd Students
and Special Ed teacher responsible for teaching SpEd students only
 General Ed teacher MUST be HQ in content area
 Special Ed teacher not required to be HQ in content area
 Report same course code (different section) to split students among
teachers
 Both teachers receive equal weighting for SpEd students
Graduation
Option For
SpEd
Setting
Course
Section
N/A
Inclusion
Standard
and/or Career
Inclusion
Algebra
1 (2031)
Algebra
1 (2031)
Period1A
Period1B
Teacher of
Record
(Primary
Instructor)
GenEd
Other
Instruc
tor
Students
Assessment
blank
RegEd
GenEd
SpEd
SpEd
Math PARCC/Math SBA; EOC
Algebra 1
Math PARCC/Math SBA; EOC
Algebra 1; SpEd Assessment
NMPED Data Conference April/May 2015
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Online Course Code example
 Course Code: Any 4-digit course code may be used for
online courses (or distance learning)
 Course Instructor: Staff ID
• Dummy Staff ID 888888888
− Omitted from Licensure Discrepancy, HQT & Teacher
Effectiveness
• Actual Staff ID
− Used to verify proper licensure and must be Highly Qualified
for CORE courses
 Student Course Enrollment: Course Content Code (field
#16) IDEAL, ONLINE, HYBRID, specific vendors (Aplus,
EdConnection, Edgenuity, Edmentum, K-12,
NMPED Data Conference April/May 2015
Odysseyware)
“Kids First, New Mexico Wins!”
Class Rosters
Important to run and disseminate to teachers- for accuracy
 Make corrections to STARS during open window
 If data missing, run exception reports or Template Validation reports
 Will reduce number of changes to Accuroster
Report Path: STAFF>Course
 Detailed Class Roster All Snapshots
• Shows snapshots for each student in
CourseCode+Section (can easily identify holes)
 Detailed Class Roster for Teachers
• Starts new page when teacher changes
NMPED Data Conference April/May 2015
“Kids First, New Mexico Wins!”
Validating Staff Data through STARS reports
Report Path: STAFF
Staff Snapshot Compared to Staff Assignment Exceptions
 Every STAFF ID found in Staff Snapshot should exist in Staff
Assignment and vice versa except
• Dummy Staff IDs (888888888, 777777777, 555555555) omitted
• Substitute Teachers omitted
 Error Message
• No Staff Snapshot
• No Staff Assignment
NMPED Data Conference April/May 2015
“Kids First, New Mexico Wins!”
Validating Course Data through STARS reports
Why is this important?

To ensure accurate student-course-teacher association because of its use in
NMTEACH Educator Effectiveness
Report Path: STAFF>Course
Bad Dates in Student Course Enrollment causing Duplicates for Year-Summary

Statewide report showing aggregate data

There should NEVER be any data appearing
• If there is, it means multiple Snapshot Dates were associated with a single
reporting period; such as 40D reported for 10/1 AND 12/15. Bad data needs to
be deleted.
Course Enrollments without Course Instructors
Course Instructors without Course Enrollments
Student Grade Level Outside Course Grade Range

Look for obvious misreporting; such as High School students reported in Kindergarten
classes. If off by a few grade levels, probably not a problem, because it’s possible to
have an 8th grader taking a 9th grade class.
NMPED Data Conference April/May 2015
“Kids First, New Mexico Wins!”
Validating Course Data through STARS reports
(Continued)
Report Path: STAFF>Course
Course Enroll Exception - Inconsistent Reporting Periods

Error Message
•
•
•
•
•
•
•
•
Wrong Course Enroll Effective Date for Snapshot Date
No Course Enroll Effective Date
Wrong Course Instructor record for Snapshot Date
No Course Instructor
Wrong Semester for Snapshot Date
Course Instructor Snapshot Date not found in Course Instructor
Wrong Student Snapshot Date
No Student Snapshot Date
NMPED Data Conference April/May 2015
“Kids First, New Mexico Wins!”
Validating Course Data through STARS reports
(Continued)
Report Path: STAFF>Course
Course Instructor Exception - Inconsistent Reporting Periods

Error Message
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Wrong Semester when matched Snapshot Date to Course Instructor Snapshot Date
− Semesters have snapshot dates associated with them; such as Semester 1 = 40D = 10/1
•
•
Wrong Course Instructor Snapshot Date when matched Semester to Snapshot Date
No Staff Snapshot
Course Instructor Compared to Staff Assignment Exceptions

Error Message
•
•
•
•
•
•
No Staff Snapshot
No Course Instructor
No Course Instructor at Location
No FTE
No TEACHING Staff Assignment
No TEACHING Staff Assignment at Location
NMPED Data Conference April/May 2015
“Kids First, New Mexico Wins!”
Validating Teachers through STARS reports
Report Path: STAFF>Teachers>Teacher Data Quality Tools
Teachers Teaching No Students at District

Reported as TEACHER in Staff Assignment but couldn’t link to any students in Course Enroll
Teachers Teaching No Students at Teacher FTE Location

Reported as TEACHER in Staff Assignment but couldn’t link to any students in
Course Enroll at this location (school)
NMPED Data Conference April/May 2015
“Kids First, New Mexico Wins!”
Spot-check Teacher, Course & Student data alignment
Report Path: STAFF>Course
Teachers Classes By District, School, Staff, Course

Aggregate, one row per class
Report Path: Student Grades and Dual Credit reports
Classes By District, School, Course, Student with Grade and Teacher

Requires Staff Snapshot (of Course Instructor’s Primary Instructor) and Student
Snapshot (of Course Enroll’s Student) found

If not found, student record will be omitted. Should run exception report to determine
why it was omitted and fix data if appropriate.
Classes By District, School, Course, Student with Grade and Teacher-Course Content

Course Content Codes IDEAL or Online (may be taught by teachers not reported in
Staff Snapshot, so joins to STAFF instead of STAFF SNAPSHOT to get Staff Name)
Classes By District, School, Course, Student with Grade and Teacher-Dummy Staff ID

Dummy Staff ID (888888888,777777777,555555555) classes (Taught by teachers
not reported in Staff Snapshot, so joins to STAFF instead of STAFF SNAPSHOT to
get Staff Name)
NMPED Data Conference April/May 2015
“Kids First, New Mexico Wins!”
Questions?
NMPED Data Conference April/May 2015