Ascend Learning FAQs

Article contents(click a link to skip to that section)

Adding a person

Entering household information

Creating an enrollment

Adding relationships for household and non-household contacts

Entering demographic information

To beginthe process of adding a student and creating an enrollment in Infinite Campus, log into Infinite Campus ( https://ascendlearning.infinitecampus.org/campus/ascend.jsp ).

Adding a person

Once you have logged in, select the Index tab. Then select Census>Census Wizard. Enter the scholars Last Name and First Name and choose Search.

Click here to return to top

Next, add Student Number (OSIS), House, Street Name, Apt. Number, City, and then Search. Note that the OSIS #s must be nine digits and must not contain any hyphens. This will interfere with student Illuminate records.

Entering household information

In the left side panel, click on each green field under Create a new person and Create a new Address to add student and address to Assembling a New Household box.

Repeat with all other Household members by entering Last Name>First Name>Search>Create a new Person until all are added. Click ContinueStep 2>>.

In the new screen, add Household Name (Override), Household Phone Number, and Start date. Check the Mailing checkbox. Click Save & ContinueStep 3>>.

Skip the next screen and click Save & Done.

Creating an enrollment

Click on Enroll as student in the left panel under the students name.

When the Enrollments tab appears, choose New.

Fill out the mandatory fields Calendar, Schedule, Grade, Start Date, Service Type and Start Status. Click Save.

Adding relationships for household and non-household contacts

In the Relationships tab, add relationships for all Household members. Then check Guardian boxes and Mailing box (for only one Guardian, to pull only one record in a Guardian report). Click Save.

Then click on New Non-Household Relationship.

To add a Non-Household contact, in the Person Search popup screen, search by entering Last Name and First Name. If none exists, choose Create New Person.

Add Gender in new popup and click Save.

Back in the Relationship tab, add Relationship for the Non-Household contact.

For each non-Guardian, in Emergency Priority, add 8 if Emergency Contact, 9 if Authorized Pickup and 89 if both. Leave blank if none. Click Save,

Add at least one Guardians email and phone by choosing All People in Search and searching for guardian. In the Demographics tab, scroll down to Personal Contact Information and add Email, Other Phone, and Cell Phone. Click Save,

Entering demographic information

Add Ethnicity & Birth Date to students profile by choosing Student in Search and searching for student. In the Demographics tab, enter Birth Date and click Edit under Race/Ethnicity.

Select correct options in Is the individual Hispanic/Latino? and Is the individual from one or more of these races? Click Save.

Generating Transcripts

Article contents (click a link to skip to section)

Generating Transcripts

Batch generating transcripts

Generating Transcripts

1. Log onto your Infinite Campus account while connected to an Ascend wifi network: https://ascendlearning.infinitecampus.org/campus/ascend.jsp

2. In the Search tab, select Student, then hit Go. Select the student you are looking for.

3. Once you're in a students profile, click back toIndex > Student Information > Transcript (Current Student)

https://ascendlearning.infinitecampus.org/campus/ascend.jsp

4. A separate window should pop up that displays the transcript in a PDF format. This file can be downloaded, printed, etc.

Batch generating transcripts

1. Log onto your Infinite Campus account while connected to an Ascend wifi network:

2. In the Index tab, selectStudent Information, and select on the appropriate grade you're looking for.

3.A separate window should pop up that displays the batch of transcripts in PDF format. This file can be downloaded, printed, etc.

Middle school students reading significantly below grade level, as identified by the Director of Student Services and the school's Dean of Student Services may be eligible for taking, and being graded on, shared text quizzes for a lower grade, as follows:

Students reading significantly below grade level in grades 5 and 6 can take grade 3 shared text quizzes.

Students reading significantly below grade level in grades 7 and 8can take grade 5 shared text quizzes.

Each school's School Services Coordinator can identify the intervention teachers who are authorized to administer the quizzes in these special circumstances. If you would like additional teachers to have permissions to administer these lower grade shared text assessments, please write to [email protected].

Administering assessments

Locate the lower grade assessment you would like to administer on Illuminate as usual. This will be either a Shared text quiz for grade 3 or grade 5, you will not be accessing an assessment for the student's current grade.

Enter scores for the students who are taking the lower grade assessment. Because it is a small number of students, we recommend filtering for them by using their names directly.

Viewing results

To see the results for all higher grade students taking an lower grade shared text quiz, we recommend filtering the report by the higher grade course. Example below:

* In the above, the assessment is for grade 5, but we are filtering for who took the assessment who are in grade 7. Only the students in these special circumstances will appear.

Grading consequences

For the purposes of giving the students with these special circumstances grades which reflect the shared text quizzes they are taking, Shared text quizzes for grade 3 have been added to the grade determination calculation for grades 5 and 6 report cards, and Shared text quizzes for grade 5 have been added to the grade determination calculation for grades 7 and 8.

As with all grading in Illuminate, if students do not have grades entered for an assessment, it does not help nor hurt their grade. Therefore, students' grades will be affected by these quizzes only to the extent that grades are entered for them.

On student report cards, scores will contribute directly into the shared text sub-course score for the grade in which the student is enrolled, which is then rolled up into the over-arching Humanities English course grade. These scores will not be noted any differently on the report card from other students of the same grade taking on-grade level shared text assessments. The Director of Student Services has plans to send a parent cover letter to accompany report cards for students with these special circumstances.

The first report available in your school's Tableau workbook is calledOverall Scores. This is a view that allows you to quickly compare your school's performance, both on a single assessment and across multiple assessments.

Have you already tried using the Overall Scores report? Please click a link below to give us quick feedback:

I used this product but did not find it useful

I found this product useful

A technical issue prevented me from trying this product

In this report, you'll have all your regular filter options, such as subject, grade level, scope, IEP, and TermWeek. You also have a unique filter to add other schools into the view - note that by default, only the schools relevant to the workbook's charter have been selected.

This report can be helpful tocompare sectionsor even tocompare schools.Note that anything in theblue color representsPERCENT PASSINGand anything in the gray color representsPERCENT CORRECT.

Each bar represents a different section, while the line that goes across the bar effectively represents the school's overall performance on that assessment (again, blue line is passing and gray line is percent correct).

In case you're confused by these two metrics, just keep in mind that these arethe same metrics shown in every Illuminate assessment:

It may also be helpful to note that this is currently the ONLY report which shows thepercent passingmetric. While the percent correct metric is generally a more informative indicator of performance, it can still be helpful to track passing rates in this way.

Don't forget to try filtering for your students with IEPs or cusp groups, wherever applicable!

Article contents(click a link to skip to that section)

For lower and middle schools

Addingcourse sections

Rostering students to a homeroom or advisory section

Rostering students to a non-homeroom or advisory section

Rostering a teacher to any course section

For high school

Setting up course sections

Rostering students to courses

For lower and middle schools

Adding course sections

For existing schools, courses and section are rolled over with the full calendar rollover in the summer. However, for new schools and new courses, sectionsneed to be created before teachers and students can be assigned.

Search for the relevant course in Search>Course/Section. Click on the course name and navigate to the Sections tab.

Click here to return to top

Click on Add a Section and enter a Section Number based on the predetemined format at the school. Check off Period 1 boxes for Homeroom or Advisory or Period 2 for all specials courses. For Homeroom or Advisory courses, be sure to also check the Homeroom box. Click Create Section.

Rostering students to a homeroom or advisory section

Infinite Campus provides the functionality to copy homeroom rosters to other courses to minimize amount of manual entry. This means that it is beneficial to first finalize all homeroom section rosters before creating any others to avoid having to make subsequent changes in multiple places. Since assignments are in flux up until the very first day of school, you may want to wait until the very last moment to do the final step of copying homeroom rosters to all other course sections.

After locating the homeroom or advisory course section, navigate to Roster Setup tab.

Choose grade from dropdown and click on each student to add to Current Roster box. Click Save Student List and/or Copy Section.

Do the same for all other homeroom sections and grades.

Important note:

After the first day of school, it is important not to use the Roster Setup function when moving students to a different section. It will erase their attendance data! Heed this warning and use the Walk-in Scheduler instead. Prior to the first day of school, however, feel free to make all roster changes right here in Roster Setup.

Rostering students to a non-homeroom or advisory section

Once all homeroom or advisory sections are rostered, you can copy your finalized assignments to all other courses.

In the Search panel, locate the non-homeroom or advisory section you want to copy a roster to and navigate to Roster Setup.

Select the homeroom or advisory section from which to copy in Copy student from this section:

Click Save Student List and/or Copy Section.

Rostering a teacher to any course section

All teachers must be assigned to the appropriate section in Infinite Campus for two important reasons:

To be able to take attendance (for Homeroom and Advisory)

To be properly imported into Illuminate for grading purposes (for all non-homeroom courses )

To do this, first search for the relevant course in Search>Course/Section. Click on the section to which the new teacher needs to be added and click on the Staff History tab.

Click on New Primary Teacher and select the teacher from the dropdown in Name. Add the Start Date and click Save. You can edit the way in which the section name displays in Teacher Display Name section.

Add a New Teacher if there is a co-teacher.

Please note that there should only ever be one teacher in the Primary Teacher section to ensure a smooth import into Illuminate. Even for sections that have co-teachers, please choose one to add as the primary.

If the teacher does not appear in theName dropdown, try some Troubleshooting tips here.

For high school:

Setting up course sections

Search for the relevant course in Search>Course/Section. Click on the course name and navigate to the Sections tab.

Click on Add a Section and enter a *Section Number based on the predetermined format at the school. Add Room. Check off appropriate boxes within Section Schedule Placement. For Homeroom or Advisory courses, be sure to also check the Homeroom box. Click Create Section.

Click on the Staff History tab. Click +New Primary Teacher. Select the name of the teacher and click Save. If the section is co-taught, add the other teacher by clicking +New Teacher.

Select the second option underTeacher Display Name on Sectionand enter what should be displayed,as determined by school.

Rostering students to courses

During the summertime, courses requests should be mass added by AL. Once course requests have been added, if a course should be changed, it should be done on an individual student level. This can be done using the following steps:

Search for the relevant student in Search>Student. Click on the student name and navigate to the Schedule tab, and then click on Walk-in Scheduler.

To add a new course, add the code to the right hand side and click Save Reqs.

To change one course to another, remove the original class by clicking on the blue code and if it before October 1st, clickDelete.If is after October 1st, add theEnd Date and thenSave.

Upon approval by DSS and LT, some students with IEPs may take a lower grade-level shared text assessment. The only two options for 1920 areGR05(GR07 or GR08 students) andGR03(GR05 or GR06 students). Please review the below information below carefully to ensure that these students are receiving the proper scores:

For Teachers

Since these permission groups were setup at the beginning of the year, please reach out to the Data Team if relevant staff assignments change - the staff members included in these groups will NOT automatically update

If you have access to other students, then please make sure you are only entering scores for the relevant students

Double-check the TermWeek and Grade-Level of the container you are about to enter scores into (e.g. 1920 T1W13 Literacy GR03 Shared Text Day 3 Quiz)

When youre about to Enter/Edit, you may want to consider using filters to ensure youre only working with relevant students. Using the Courses filter is a convenient way to ensure youll only see students within a specific grade-level (you may also use Class if your students are all from one or two sections):

Make sure to SAVE your work as you enter their scores!

As you can see, most of this process should be similar to entering scores normally into Illuminate. The significant difference is in making sure you access the correct assessment and filtering to ensure you're only entering scores for the appropriate students.

For Publications Team Only

There have been five new permission groups created, one per middle school

Modified ST BAMS, Modified ST BVMS, Modified ST CBAMS, Modified ST CAMS, Modified ST BWMS

All GR05 and GR03 Shared Text quiz containers should be shared to those permission groups

These groups should have the following permissions:

Once you've shared to these permission groups, then you should be set to go. If anyone is having difficulty accessing those assessments, then they likely have not alerted the Data Team to an update in the list of people that should have access.

What is NWEA MAP?

MAP is a computer-adaptive, national assessment that measures both growth and grade-level performance. The main metrics to track are:

RIT(Rasch UnIT)

RIT scores typically range from 100 to 300

GR03 students typically start around 180-200 and progress to 220-260 by high school

National Percentile Rank (NPR)

Using students from the same grade-level and who have received the same amount of instructional time, percentile rank compares your student's RIT score nationally for that specific season of testing

One benefit of the RIT score means that a higher value is always indicative of better performance. However, you still want to consider a student's NPR to assess whether theirgrowthis on par with others (e.g. a small increase in RIT is good, but it may not be sufficient to keep pace with others students at the same grade-level).

Since the assessment is computer-adaptive, this means that questions will change their difficulty as the student progresses. Scores are available immediately at the conclusion of the test (for Middle Schools, this is a good time to utilizeStudent Goal Worksheets).

Keep in mind that this test isUNTIMED, which also means that active proctor practices should be followed to ensure that students are on-task (common issues involve students running through the test too quickly or students being completely disengaged).

After testing has concluded, feel free to analyze and leverage your data using a few of the recommended reports:

NWEA MAP Student Letter (via Illuminate)

NWEA MAP Student Profile Report

NWEA MAP Summary with Quadrant Chart

Adding Assessments to GradeBooks

1. Login to your Illuminate account: https://ascendlearning.illuminateed.com

2. Go toGradeBook, and selectMy GradeBooks.

3. Select the GradeBook you want to add an assessment for. Under theAssignments tab, selectAdd Assignments.

4. You must fill in the required fields (denoted with*): Short Name, Category, Assign Date, Possible Points,andSections.

Category refers to weighted categories: Unit Assessment, Formative Assessment, or Benchmark/Final/Regents

Possible Points refers to the maximum amount of points a student can earn on the assignment. For assignments that are on the 100-point scale, enter100.

Optional fields:

Description

Tags

Assessment(Link to an Assessment)this field allows for attaching assessments that are administered to students via Illuminate

All CIT created assessment(excluding benchmarks)that exists in Illuminate must be linked. After you scan/upload bubble sheets for the assessment and use this feature, then student scores will automatically populate into your gradebook(s).

Also Save This Tothis field allows for copying this assignment/assessment to your other GradeBooks at the same time.

5. When finished, clickSave.

Welcome to the Ascend Charter Schools Academic Data Page! See below for a general introduction to our various data systems, or keep scrolling to find specific instructions on role-related tasks.

Infinite Campus : Infinite Campus (IC) is a data system Ascend uses for rostering, attendance, and High School report cards and transcripts. IC is the source of all data used in our other systems. When logging on to IC, click Single Sign-On, and use the toolbar or the search bar to explore. For more articles on IC, click here.

Illuminate : Illuminate Education is a data system Ascend uses primarily for K-8 tasks. Illuminate is useful for creating assessments, report cards, grade books, student portals, and more. Log-in to Illuminate and use the dashboard tiles, toolbar, or search bar to explore. Click here for more Illuminate tutorials.

ShareFile: ShareFile is the preferred file sharing solution at Ascend. ShareFile can be accessed online or if you set up ShareFile Local Sync, it can be accessed on your desktop or taskbar. By importing files into our Shared Folder on ShareFile, other staff members can access student information files, scores, and reports. Accessibility varies between schools, charters, and roles.

Google Drive: Google Drive is a file sharing solution preferred by some schools within the Ascend network. The Drive can be accessed using your Ascend email and password. Accessibility of files can be customized by those who own or have access to the file.

Tableau Reports : Tableau is a data visualization software that Ascend uses to analyze scholar performance across the network. Tableau Reports are generated on Tableau and help us compare assessments and scholar performance on a wider scale. All of the data on Tableau comes from Illuminate and IC. You can sync Tableau files to your device for easy access, or access them through ShareFile.

NWEA MAP : NWEA MAP is a computer-adaptive, national assessment that measures both growth and grade-level performance. MAP data allows us to compare Ascend scholar performances with other students across the nation. For more information on MAP test sessions, proctoring, operational reports, and more, click here.

Table of Contents

IC Roster Management

Adding Course Sections and Rostering Students

Taking Daily Attendance Using the Roster List or Seating Chart

Adding and Rostering New Teachers

Staff Member Account Creation/Destruction

K-12 Beginning of Term Logistics

Setting up Gradebooks

Training Teachers on Academic Data Systems

Setting up ShareFile Local Sync

Accessing Outlook Assessment Calendars and Expanded Calendars

Assessment Distribution and Entry

Teacher Creation of Assessments

CIT Creation of Assessments

Accessing Assessments on Illuminate

Scanning and Scoring Assessments

Deleting Scholar Responses

Adding Assessments to Gradebooks

Ensuring Timely Grade Entry

K-8 End of Term Logistics

Entering Comments and Specials on Report Cards

Printing Quick Progress Reports

Printing Progress Reports and Report Cards

PID Determination

Standard Resource Sheets

High School End of Term Logistics

Overview

Printing Report Cards

Adding HS Credits to Transcripts

Generating Term GPA Report

Generating Transcripts

State Testing & Benchmarks (3-8)

Guide to Benchmarks

Regents Exams & Benchmarks (HS)

Score Reporting for 8th grade Regents

Score Reporting for incoming 9th grade Regents

MAP testing

Introduction to MAP Testing

Creating MAP Test Sessions

Tips for MAP Testing

MAP Proctoring

Administering Makeups

Academic Data Analysis

Getting Started with Tableau

Tableau Standard Roadmap

Tableau Overall Scores Report

Tableau Assessment Score Counter

High School Academic Data tracker

Introduction to MAP Testing

Illuminate Pre-built Data Reports

Required Reporting to Parents

Printing Progress Reports and Report Cards

MAP Student Letters

PID Determination

Illuminate Parent Letters

Filters for high school containers

Courses

Subject in Illuminate

English I, English II, English III, English IV, AP English Language

ELA

Global History I, Global History II, US History, AP US History, Government, Economics

History

Algebra I, Algebra II, Geometry, Precalculus, Advanced Math Decision Making, AP Statistics

Math

Conceptual Physics, Honors Physics, Chemistry, Biology, Honors Biology, Senior Maker

Science

Spanish I, Spanish II, Spanish III, Spanish IV

Spanish

Inquiry through Written Word9, Inquiry through Written Word10

Elective

Sharing for high school containers

Role: System Admin

Site & Role: Brooklyn Ascend High School & School Leadership Team

Site & Department: Brooklyn Ascend High School & [use the chart below for the appropriate department]

Courses

Department in Illuminate

English I, English II, English III, English IV, AP English Language

English

Global History I, Global History II, US History, AP US History, Government, Economics

Social Studies

Algebra I, Algebra II, Geometry, Precalculus, Advanced Math Decision Making, AP Statistics

Mathematics

Conceptual Physics, Honors Physics, Chemistry, Biology, Honors Biology, Senior Maker

Science

Spanish I, Spanish II, Spanish III, Spanish IV

Language Other Than English

Inquiry through Written Word9, Inquiry through Written Word10

Elective

Article contents(click a link to skip to that section)

Adding a new staff member in Infinite Campus

Creating an Infinite Campus user login

Removing staff

Troubleshooting

Adding a new staff member in Infinite Campus

In Index go to Census>Add Person and search for the staff member by entering Last Name and First Name. If no name appears in the Person Search box, choose Create New Person.

Click here to return to top

ClickSave.

Click on the staff person's name.

Go to the District Employment tab and click New. Add Start Date and Save.

Navigate to District Assignments tab. In District Assignments, click New.

In Employment Assignment Information, check school, add Start Date, select Title. If the staff member is also a teacher, be sure to check the Teacher box. This ensures that the staff member's name appears in the section rostering section. Then Save.

Creating an Infinite Campus user login

To create the user login, please fill out the Infinite Campus username request form for each username to be created or permissions to be adjusted. Network Ops receives a notification each time a form is submitted and will create the username with the appropriate permissions within 24 hours. Once a username is created, a notification will be sent to the school ops person submitting the request.

Infinite Campus username request form

Removing staff

When staff leave, end date their District employment with the date they left Ascend. You will see this pop-up: Click Yes

This end dates their assignment and any sections they are assigned to.

Remove them as a user by going to Search>User, type their name, hit Delete then OK.

Troubleshooting

Teacher not appearing in the Name dropdown in section?

Have you entered the teacher as a personand made them an employee?

Did you check the Teachercheckbox in their District Assignment?

Teacher unable to take attendance?

Make sure the Attendance box is checked forHomeroom or Advisory courses.

Make sure you have the teacher assigned to the section as either Primary Teacher or Teacher. Teachers assigned as Section Staff will not have the functionality.

Make sure the section is in the proper period. Homeroom and Advisory should have Period 1 checked off. Allother courses should have Period 2.

Are there students rosteredto thesection?

Finally,is the day an attendance day?

Staff unable to log into Infinite Campus?

If a staff member cannot login, check to see that the Authentication Type is SAML Authentication Only and not Local Campus Authentication Only. If it's Local Campus Authentication Only, change this to SAML Authentication Only and click Save.

Incorrect!

Correct!

Access Canned reports within different modules.

For example, try the Section Rosters report under Scheduling > Reports > Section Rosters.

Often, you may want more flexibility than a canned PDF report is able to provide. In those cases, you can access Ad Hoc reports by going to Index and clicking on Data Export. Find needed report, click Delimited values (CSV) and Export to view in Excel orTest to view in browser.

List of some useful Ad Hoc reports:

Name

Description

A- PORTAL student guardians without phone numbers

List of guardians missing phone numbers

A- PORTAL students in household alone

List of students alone in household

A- PORTAL students without any guardian email

List of guardians missing a guardian email

A- PORTAL students without any guardian phone

List of guardians missing a phone number

A- PORTAL students without guardians

List of students without a guardian

A- PORTAL students without households

List of students without a household

A- PORTAL students without mailing address

List of students without a mailing address

A- STUDENT guardian, APU & emergency contact

List of guardians, authorized pickup and emergency contacts

A- ATTENDANCE Today's Attendance (K-8) - w/ phone

Today's absent students with guardian phone number

A- ATTENDANCE Yearly Attendance

List of all student absences for the year to date

Canned reports

Name

Description

Index > Students Information > Enrollment summary

This report will list a breakdown of enrollments grouped by school, grade, gender and race/ethnicity.

Index>Scheduling>Reports>Section Roster

Section rosters with options for guardian contact information, etc.

Index>Scheduling>Reports>Schedule Batch

Student schedule report

The High School Academic Data tracker is the place to see "on-track" to graduation data by student, grade-level, and accountability cohorts.

The On-Track tab of the tracker lists all the high school students, then captures their latest benchmark or Regents scores as well as their credit history and in-progress credits. If you scroll all the way to the right, you will see columns that display if the student is on-track to graduate based on their grade level and accountability cohort.

Multiple Pathways

TheOn -Track Graphstab houses graphs detailing on track levels regarding credit accumulation, regents/benchmarks, and general on track levels. Graphs are broken up by grade level and quarters/weeks. Each data point indicates the percentage of the student body within a specific grade or accountability cohort regarding the variable the graph is measuring.

ThePassed Regentstab lists all of the high school students as well as their grade level, accountability cohort, and IEP. As you scroll to the right, you will see columns that display if the student has passed their regents, the max score received if passed, the score for those who failed the regents, regents date, number of times the student has taken that specific regents, as well as if the regent appeal is ready. These columns are present for every regents available for students to take.

These three columns (pictured above) refers to the system the New York State Education Department has put in place to meet student's graduation requirements.

If you keep scrolling all the way to the right, you will see columns indicating credit accumulation per student and subject as well as a final column indicating whether a student is qualififed for an Advanced Regents diploma.

ThePassed Regents* tab is a more condensed tab from thePassed Regents tab, as it is designed to be quicker at glance. Please note that these are two different tabs. In thePassed Regents* tab, you will see the columns indicate whether or not a student has passed/failed core subject regents. The last 5 columns within this tab are referring to the Multiple Pathways systems.

TheRegents Graphtab tracks the passing rate per accountability cohort for each regents taken. This data has been collected starting from the admission of BAHS first graduating class and this tab includes grade level, regents subject, regents date, and a percentage of how many students passed a specific regents within that grade level.

TheStudents Grades tab lists students, the courses they're taking, teachers who taught those courses, as well the grades students recieved in each course.

TheCourse Gradestab provides you with a detailed layout of each course offered within BAHS. In this tab, you will find the teacher of the course, the section & period each teacher is assigned to, the passing rate of each course, the amount of students passing/failing each course, etc.

TheGradebooktab lists all of the gradebooks for exsiting courses offered in BAHS. This tab is divided Illuminate Section ID, gradebook name, teacher(s), and class period sections. The last three columns of this tab (as pictured below) indicate whether the teacher completed the weekly grade assignment entry.

Article contents(click a link to skip to that section)

Overview

Adding a SPED or ELL status for a new student

When a SPED or ELL status changes

Overview

When a new student is enrolled at an Ascend school and is identified by the Dean of Student Services as having a special education or English language learner status, that information is entered for the student in Infinite Campus under the current year enrollment.It is important that this information is accurate and up-to-date in Infinite Campus as it is regularly pulled for various reporting needs.

In September, this can be entered in bulk for all new students at once. This is usually done by Network Operations. After the start of the school year, the Deans of Student Services are responsible for updating all changes (for new students as well as updates to status for existing students) in Infinite Campus.

Adding a SPED or ELL status for a new student

When logged into Infinite Campus, search for the student in Search>Student. Click on the student name and navigate to the Enrollment tab.

Click here to return to top

Locate and click on the current year's enrollment record. Scroll down to the Special Ed Fields and District Defined Elements sections. Enter the relevant information in the following fields:

Special Ed Fields:

Special Ed Status

Disability Type

District Defined Elements

ELL status

ELL entrance date

Click Save.

When a SPED or ELL status changes

When a student's SPED or ELL status changes, it should be updated accordingly in IC by the Dean of Student Services.

To update the SPED or ELL status in IC, search for the student in Search>Student. Click on the student name and navigate to the Enrollment tab.

Locate and click on the current year's enrollment record. Scroll down to the Special Ed Fields and District Defined Elements sections. Change the relevant information in the following fields:

Special Ed Fields:

Special Ed Status -- this can be changed to "No" if a student is declassified

Basis of Exit

District Defined Elements

ELL status

ELL declassified date

Click Save.

Once the quarter has concluded and grades are finalized in gradebooks, the following items occur:

AL Data transfers quarter grades to Infinite Campus

HS teachers add comments in Infinite Campus

HS AOM runs comments ad hoc report to determine if any comments are missing

HS Leadership reviews report cards

HS Ops prints report cards and prepares for family conferences or mailing

HS AOM sends HS LT honor roll

AL Data posts credits onto transcript

HS AOM and AL Data updateHigh School Academic Data tracker

When our students take Regents in 8th grade, they may be eligible to receive credits in high school if they have 1) passed the Regents exam with a 65 or higher, and 2) passed the 8th grade course associated with this Regents. Whether students receive credits in high school is up to the discretion of the receiving high school.

There are 3 steps to making sure students are able to receive credits at their receiving high school, if that high school is inclined to awarding them:

Step 1: Student Regents scores must be recorded in ATS

This is accomplished immediately after scoring of Regents, when scores are initially reported in ATS. No further action is needed beyond normal Regents score submission in ATS. If you have questions on this process, please write to the network Academic Data team.

Receiving NYC schools will be able to view student regents scores through the VCRS report in ATS. Non-NYC schools may need a signed letter on Ascend middle school letterhead confirming student regents scores.

Step 2: If the student passes the Regents with a 65 or higher, Ascend middle schools record course credits in ATS

It is Ascend's policy that regardless of the course score on the student's 8th grade report card, if the student passes the Regents with a 65 or higher, that student is considered (by Ascend) to have passed the associated 8th grade course. Credits should then be recorded in ATS by the Ascend middle school as shown here:

https://docs.google.com/document/d/136Q3Cx76Ay-e2h_JkUI5beBN0KG_lV1RgcFuDOSGB_8/edit?ts=5b2bfdf6

Students passing the regents with a 65 or higher should be awarded 2 credits, which is the number of credits DOE schools report for passing a year-long course.

Course grades do not need to be recorded on this screen.

This will allow the receiving school to view 8th grade credits in ATS as they would for students coming from a DOE middle school.

Step 3: Ascend middle schools must be ready to provide a signed explanatory letter on school letterhead

If a receiving high school inquires about the student's 8th grade report card, passing of the course associated with the regents, or credits earned in high school, the Ascend middle school should provide a signed letter on school letterhead explaining the following:

If the student passed the Regents with a 65 or higher:

The student passed the Regent with a score of [their Regents score]

The student earned 2 credits in the course associated with the Regents [Use the name of the Regents exam they passed as the course name. For example, if they passed the Algebra Regents, use "Algebra" as the course they passed, not "Math" or "8th Grade Math"]

The student passed the course with a score of[whatever it says for the corresponding subject for T2 on the student's T2 report card]

If the student did not pass the Regents exam:

The student failed the exam with a score of[their Regents score]

The student did not pass the course. They had a score of[whatever it says for the corresponding subject for T2 on the student's T2 report card]

Benchmark assessments provide important student data, as well as an opportunity for students and staff to prepare for the NY state exams. This guide will provide details and guidance on the responsibilities that should be taken into consideration. Please note that not all details may be relevant to your situation and it's always best to discuss details with your leadership team.

Click to Jump to a Section:

1819 Testing Schedule

Tasks to do BEFORE the Benchmark

Tasks to do the DAY OF the Benchmark

Tasks to do AFTER the Benchmark

Key Decisions to Discuss with SD

BACS Case Study

Final Considerations

(NOTE: all RESOURCES mentioned below are available in the Google Team Drive)

1819 Testing Schedule

ELA Benchmark 01 (T1W07: 10/16 or 10/17)

ELA Mock Exams (T1W15: 12/11)

ELA Benchmark 03 (T2W03: 2/13)

Math Benchmark 01(T1W10: 11/6-7)

Math Mock Exams (T1W18: 1/8-9)

Math Benchmark 03(T2W06: 3/13-14)

Tasks for BEFORE the Benchmark

Check the Teacher Copy to ensure you have all the materials you will need; if not, then make sure to order them ahead of time. You can also reference our RESOURCES for further information on using the right type of equipment.Here is a tentative list as of 10/2018:

Grade 3

Ruler

Grade 4

Ruler, protractor

Grade 5

Ruler, protractor, grade 5 reference sheet

Grade 6

Ruler, protractor, calculator, grade 6 reference sheet

Grade 7

Ruler, protractor, calculator, grade 7 reference sheet

Grade 8

Ruler, protractor, calculator, grade 8 reference sheet

Work with the DSS to obtain a list of students who will need accommodations

NOTE: benchmark assessments are UNTIMED, thus additional time accommodations are not relevant

Collaborate with your SD to create the schedule and proctor assignments, including planning for student movement and any makeups

Refer to theProctor Directionsfor additional guidance and training resources

Create student investment plan with SD, such as automated calls to home the night before and morning of the benchmarks as reminders, as well as encouraging good sleep and nutrition

Determine what other supplies you might want for student investment or comfort during test: mints? Snacks? Make sure you have tissues in every room?

Determine who else you need help from to execute plan in terms of room prep, elevator usage, and food

Notify DOIs about schedule and proctor assignments

Notify Ops team about facility usage and meal plan

Train classroom and hall proctors based on state proctoring guidelines, train proctors for accommodation groups

DOIs lead norming sessions for CR scoring with teachers at their campuses

For 1819 BM01:Friday 10/12 (ELA)

Assemble classroom sets of supplies: Pencils, mints, class rosters, student copies (with extras), teacher copies, folders for gathering tests during location transitions, pre-slugged bubble sheets, absent envelope for bubble sheets/booklets, quiet signs, color coded signs for classroom proctors communicating to hall proctors for teacher and student breaks

Print Test Material Security Form

Distribute plan for communication on the day of the benchmark in relation to student movements

Make sure classrooms are set up for test-taking in terms of desk arrangement and relevant posters on the walls being down/covered

Final logistics reminder email to staff

Consider also making an announcement during the prior Friday PD

Tasks for DAY OF the Benchmark

Proctors come to test coordinator to check out materials and sign Test Material Security Form

Hall proctors help teachers and students with bathroom breaks

Students finish test and silently read or work on pre-determined activity

Administrators take stock of share of students working and finished and determine how and when to move students

Students still working are consolidated

If moving students still testing, students do not carry their tests teachers do

Students eat lunch (not necessarily after consolidation) without discussing test

Additional consolidation may be appropriate, if needed

Proctors return materials to Test Coordinator, with bubble sheets tucked inside test booklets, and absent student materials set aside. Update Test Material Security Form

Some class activities and schedules resume, depending upon school decision

NOTE: the Math Benchmark has a second day of testing

Tasks for AFTER the Benchmark

Makeup exams are proctored and administered

For 1819 BM01:10/17-18 (ELA)

CR questions are scored in a school-wide process and bubble sheets scanned into Illuminate

For 1819 BM01:Friday 10/19 (ELA)

Bubble sheets retained and filed by Test Coordinator

Should be held onto for at least a year

Illuminate Student and Parent Letters are printed for all students, for distribution at parent teacher conferences

DOIs lead action planning meetings with their teachers during PD time

For 1819 BM01:10/17-18 (ELA)

Key Decisions to Discuss with SD

Are you administering the ELA benchmark on Tuesday or Wednesday?

Are there things that make noise which you need to re-route or eliminate on testing days? (K-2 transitions, elevators)

Are students going to eat lunch in the cafeteria/MPR or in their classrooms?

If food will be consumed in classrooms, then please remember to alert your kitchen staff well in advance

When are students going to be consolidated? Where will they consolidate to? Will you make a call on this on the day of the test? Who will make that call and how will it be communicated?

What should students be directed to do once they finish their test?

What is my makeup plan? On subsequent days, where will students sit to do their makeups?

BACS Benchmark Case Study(Interview with Emma, AOA)

First, what are some of the specific limitations you have at your school which may or may not apply to other schools?

At BACS, issue is space. Scholars will test in usual classrooms, but accommodation groups need separate locations. Hard to find those separate locations. Have used peoples offices, teacher break rooms. This then makes it hard for other regularly-scheduled things to happen, like TPDs and copier usage.

At BACS, only three tested grades, out of 5 grades. K and 1 will not travel to specials. Dont use teachers from lower grades to proctor anddon'tuse specials teachers. May have to rethink this in a middle school.

At middle school level, might be harder for accommodation groups because you end up with many more accommodation groups because you have many more grades.

How do you modify the start of the day, before the test administration starts? Do students go anywhere different? Do teachers do something different?

Coverages for teacher absences work the same way. AOA is notified about who is gone and you use your usual list of coverage. Usually this is a specials teacher, or a science/intervention teacher. After that, they take teachers from grades thataren'ttesting. Ops could proctor, but at BACS theydon'tbecause they are needed elsewhere.

Timing is the same. Breakfast from 7:30-7:50 in classroom. 8:00 is start of morning meeting. But morning meetingisn'twhat happens. Some of the teachers do a do now academic warm-up task.

Attendance is different because they collect all teacher phones and computers before they start testing. So theycan'tdo attendance in Infinite Campus, they do it on paper instead. Teachers come down in shifts to get the materials from the test coordinator room. Pre-arranged 10 minute windows per grade to pick up stuff and drop off technology for both proctors. They count everything and then head back upstairs. While one is picking up, the other is doing paper attendance.

At 8:25-8:30, ops person goes and collects roster and then they go on to put it into IC.

Late arriving scholars from testing grades are held in a separate room where they stay until testing is over. Theydon'ttake the test, they are then on the makeup schedule. The cutoff for this is 8:30, because for the state regulation, once directions are being read, the kidcan'tget take the test that day if they come in after that time.

Accommodation proctors also have a designated time to pick up their stuff, in an earlier time slot. After they pick up their exams, they then go around by themselves and pick up their kids. No group has more than 12 kids. They need to check-in with the teachers when they pull kids to make sure the teachers have done attendance on their paper roster. Emma sets up accommodation rooms the night before.

Homeroom proctors are supposed to wait until accommodations students have been pulled before starting to proctor the test for the homeroom.

At beginning, Emma texts the group if someone didnt come down to pick up the stuff, so shell text the dean group of hall proctors who will go check the classroom.

How does the school look different? How do the classrooms look different?

The night before, teachers need to be signed out by the DOI to make sure the classroom is prepared. Do now, if they have it, is on the desk the night before.

Desks are turned around so the cavity where books, etc. go is not facing towards the students. This makes sure studentsaren'tdistracted. Manipulatives, if required for math, are on desks in advance.

Academic displays on the wall are removed, and if theycan'tbe removed, they are covered.

On the day, from 8:30 onward, elevator is shut down, with signs on elevator on every floor.

Also on this day, try to limit deliveries.

Every room with testing occurring has a testing sign on the door. Theydon'tclose the door and put up the sign until the accommodations.

How is what specials teachers are doing different?

They are pushing into classrooms in non-tested grades.

How is what the non-tested grade students and teachers doing different?

Its the same, the regular schedule.

What are Ops team people communicating about?

Putting in attendance manually.

Emma is checking people in. Could have them fill in the test material security form during proctoring.

Absent student tests go into the folder.

Proctors follow proctor directions.

One proctor at the front watching, the other is circulating. This is trained with teachers between Dean or SD and teachers the week before.

What are DOIs and the SD communicating about?

Each leadership team member has a spot in a hallway. SD is a floater. DOI is hallway monitor on each floor. They are communicating with Emma the whole time. If dean needs to deal with something on a floor, they are texting the SD so the SD can float over to that floor.

They communicate about ending times. Because untimed, when to wrap up is unpredictable to some extent. Deans check-in about whether they are ready to combine classes. They communicate about when the transition happens from normal to extended time.

Extended time environment: For them, around 10:30-11, the majority of scholars are done. Dean goes around floor and verifies if this is the case. One classroom in the grade is designated in advance as the extended time room. When it is time for the transition, the teacher in the extended time room stays. Teachers who are proctoring in the other rooms bring their stuff down to Emma. Deans help facilitate the transition. Finished student in the extended time room are transitioned out. Still testing students are transitioned in.

During the transitioning of still-testing students, the teachers collect the tests from them, put them in a folder, then they are re-distributed.

Dean of student services consolidates the extended time groups at the same time. They need to still make surethey'remeeting the accommodation requirements (not more than 12 in a room.)

How is lunch different?

Lunch is done in the classrooms for all grades. At a specific time, everyone stops testing to eat lunch (LT will go around to check around 11am; depends largely upon completion rate by this time). At BACS, lunch block does not change; when its time, lunch is eaten. This can also act as a break for students still testing.

IF students will be eating lunch in classrooms, then the request should happen WEEKS earlier

Cold lunches brought in bags to each classroom around 11am. Entire point is to avoid waste time walking around the building or moving.

How is it different after lunch? How are specials different?

After lunch, students resume what they were doing. The Specials teachers will go into the different classrooms to do their activity (point to avoid groups of students traveling).

How is scheduling organized and planned out? (refer to RESOURCES for samples)

AOA to communicate logistics to everyone (both email and provide hard copies during the prior Friday PD)

Proctor Assignments list every classroom, timing, and who the two proctors will be (this is simpler in lower schools, since classes have two teachers anyway)

Hallway Monitors to Leadership Team (one person per floor, coinciding the deans grade); this is important since two proctors should be in rooms at all times, but at times kids may need to step out of the room

Students should stay put until school decides to transition all students to an extended time room (it may be helpful for teacher to prepare an activity or work for after).

SD makes the final call on transitions, but the DOIs are the ones to keep a check on completion rate (DOIs also run the transitions; DSS does the same with accommodation rooms).

Make sure to keep good notes based on the check-in/check-out sheets (to track exams submitted). Since youll be organizing the submitted tests, you should have an idea on how many more to expect throughout the day. Emma likes to keep track by student name (in case parent comes to pick up and shell know who has finished).

Untested exams can be kept an envelope to be able to tell how many students did not test (and thus need to make-up).

At BACS, an intervention teacher typically proctors the makeup test (or any other staff with more schedule flexibility). During the state test, the first make-up test is the first day after test is completed, so thats when BACS aims for.

Make-up room used depends on how many students, but sometimes teacher center is used. Or intervention office can also be used.

Its important to try and make the schedule while with the SD, so that they are just as aware in case of contingencies or otherwise (and can avoid double-booking anything else during that day)

Technically, instruction should resume after benchmark assessments have completed. Probably up to the DOI whether they feel a prioritization for Math/ELA is necessary.

Draft your school-specific task list, coordinate with DOO and SD, then make sure things are done on time! This is important, even if its just for yourself to keep track of what needs to be done

Final Considerations

If you use the MPR for testing, then youll need to find an alternate space for PE

There may be errors found in the benchmarks beforehand, sodon'tprint too far in advance!

ELA Testing generally runs longer, so some schools have previously prepared the MPR as the testing continuation room

Should have more proctors assigned to end of the day than you need, just in case

There is no opt-out option, since thisisn'tthe official state test

In this article, we'll walk you through how to manage proper access to Ascend's data systems whenever a staff member is introduced or leaves. Please note that the order you do this in matters, since some of our systems depend on others for basic information.

Also, there are three different types of users and different teams may be responsible for providing access. The three types of users areNetwork Leader, School Leader,andTeacher.

Account Creation

HR will submit a support ticket notifying IT that new hire has completed on-boarding

IT will create an email account and provide appropriate group memberships, depending on detail provided in ticket

Infinite Campus Account Created

For School Leaders and Teachers, this is done by School Ops

For Network Leaders, this is done by Network Ops

Make sure that the user's email address is entered

Teachers should be rostered to their appropriate course by School Ops

School Ops Team submits request to Network Ops for IC USER account

Authentication is set toSAML Authentication

Nightly Upload will create a new Illuminate User Account

Please reach out to AL Data with details on the new user's school and role, if they are a Network or School Leader

Teachers will automatically have permissions, as long as they were rostered correctly on Infinite Campus

Create a NWEA MAP User Account

For Teachers, this will happen automatically through the nightly upload, if they are rostered on Infinite Campus

For Network and School Leaders, please reach out to AL Data with their school and role information

AOA: Assessment Coordinator and Proctor

SD: Administrator

DOI: Proctor and Administrator

Send STEP Invitations for New Accounts

For Teachers, Schools Ops can log into STEP and send classroom-level invites

For Network Leaders, please reach out to AL Data with their school and role information

Note that AOAs canmanage data permissionson front-end, meaning they can add other rights within their school for leaders

University of Chicago will respond over the next day with an invitation (for Network Leaders)

Account Removal

Network Leaders will typically inform AL_ALL and submit a ticket to IT to remove general Ascend account. School Leaders and Teachers fill out their exit form, also submit a ticket for IT, HR, and Network Ops

IT will disable the user's Ascend login account and Network Ops will end date the Infinite Campus account

For Teachers, the nightly upload will automatically update relevant permissions for Illuminate and MAP. School Ops must remove teacher access to STEP homerooms.

For School Leaders and Network Leaders, AL Data will remove permissions from Illuminate, MAP, and STEP once notified

Ascend provides assessment calendars, grouped by grade level, to assist teachers and leaders with scheduling and planning. Additionally all staff have access to "Expanded Calendars" which contain major network events, as well as school-specific calendars managed by the school. These can be accessed in the Outlook Desktop Application.

For ALL Calendar Users

Open your regular calendar, select the three dots to open a secondary menu, and click "Folders"

The left panel should now show various information, but scroll down to the bottom until you seePublic Folders. Keep expanding until you can no longer do so

Public Folders > All Public Folders > AL Public Folders

You should now see a list of calendars by grade level. This is where you will right-click on a calendar and choose "Add to Favorites," so these calendars will subsequently show up in your main calendar page. We recommend adding the following:

Either "K-8 Expanded Calendar" or "HS Expanded Calendar" depending on your grade level

Your school expanded calendar (e.g. "CBAMS Expanded Calendar" if you're at CBAMS)

The assessment calendars for any grades that you teach

Now if you return to your normal Calendar page, you will find these additional calendars under "Other Calendars"

Printing Assessment Calendars

1.View the calendars you want to print together by ticking them, as above. NOTE: You should always view the network and school Expanded Calendars simultaneously. Their events are NOT redundant.

2.Click into View > month view (if not in it already)

3.Click the <- on the calendar tab to overlay as desired

4.Drag and select the desired number of weeks youd like to show simultaneously on the little month at left, making sure no days are unable to show some events (events are hidden if any single day has a V arrow at the bottom, suggesting that there is more below that youcan'tsee.)

5.As needed, collapse up and to the left the menus in outlook, so that your Outlook window only shows the calendar. (You can get these back later by clicking the ribbons back and pinning them with the thumbtack icon.)

6.Open a blank Word document, and adjust the Layout to landscape orientation and narrow margins

7.Click Insert > Screenshot > (select your Outlook calendar from the available windows options)

8.Go back to Outlook and view the next range of weeks, then repeat step 4 as needed.

9.Adapt word document as desired and print to PDF, or print directly

IMPORTANT NOTE ON ASSESSMENTCALENDARS

To find out the exact day of the week an assessment is given, please refer to thesubject pacing chartandyour school schedule.

At Ascend, while each subject is scheduled for the same number of instructional minutes each week, school schedules differ in how these periods are grouped. Because of this,the days of the week on which the assessment event is placed may NOT necessarily be the day that the assessment is given at every school.

Assessments should be given based on the period number listed in the subject-specific pacing chart, regardless of the day where the outlook event appears. Calendar events are placed in the correct school week, but the specific day chosen is only an approximation.

Article contents (click a link to skip to that section)

Offering seats

Making a seat offer in SchoolMint

Rescinding a Seat

Seat acceptances

Offering seats

The first step to offering seats is determining the number of seats to offer. The number of seats offered is determined by your budgeted number. At Ascend, we generally offer from 5-8% over that number to reach a target of 1-3% over on the day before school to account for early no-shows and yearly attrition.

A table outlining this data is shared with the school and managed by the network team during enrollment in the spring.

Once enrollment is turned over to the schools, the expectation is that each school determines how many seats to offer at any given time, with support from the network, using the following data:

Current enrollment (run the enrollment summary report in Infinite campus)

Best practice- set the "effective" date in the future if you know you have students starting at a later date.

Potential no-shows: look at your absences to determine any students who have been consecutively absent.

% over budgeted count as determined by CFO

Making a seat offer in SchoolMint

Operations Associate (OA) makes an offer in SchoolMint by either using the Open seat set-up or individually from an applicants account.

All offers made must be With Notifications this ensures the family receives a text and email, which should include clear next steps on how to respond (refer to SchoolMint how-to reference doc)

Applicant has 48 hours to respond. They may do so in three ways:

directly in SchoolMint

calling the school

emailing the school's enroll account

Once the offer is made, the OA calls the family to follow up on the offer to try to get a response.

OA enters communication into notes sections of application.

OA checks the school's enroll email account for any responses.

OA then updates the status in SchoolMint to either Accept or Decline.

If the family does not respond within 48 hours the seat is rescinded (refer to School Mint how-to reference doc).

Note: Immediately following the lottery, families will have 5 days, not 48 hours, to respond to initial offers.

Once a family has accepted a seat in your school, the next steps for them to secure that seat is to complete all necessary enrollment forms and provide supporting documents.

Rescinding a seat

This is done when a family does not respond to a seat offer and has not responded to three outreach efforts made by the school to solicit a response.

To rescind a seat, you can do so from the students individual page and clicking on the orange Rescind button.

Click here to return to top

Or in bulk, from Admissions, manage offers:

If a seat is rescinded by mistake, simply return Last status to Offered- and proceed as you would with other offers.

If a seat is accidentally offered, and then rescinded and the mistake is made by our staff- you can choose Last Status then select Waitlist from the dropdown.

OA should also send an email/text through SchoolMint explaining the error and assuring the family that they are still on the waitlist. (refer to SchoolMint how-to reference doc)

If a family calls within 10 days stating they never received our communications about the offer and are still interested in the seat, you may place them back on the waitlist. Note, their waitlist number will be high on the list since they were selected for an offer.

All changes are entered into the notes section of the application.

Seat acceptances

SchoolMint allows schools to set up detailed notifications. It is important that the acceptance notification is updated to contain important information families will need to complete their enrollment.

Some key items to consider in your acceptance notification are the following:

Link to online registration and details on how to use the online registration

Deadline to complete online registration

Event (enrollment sessions, tours, etc.) date, time, location

Event RSVP link or instruction on how to respond

How to submit supporting documents

All Ascend staff receive their Ascend laptop with their Ascend email address already configured in Microsoft Outlook. In addition to this initial email setup, you may choose to add other email addresses to manage from the same application (i.e. your DOE email, your school enroll email, a help desk email you manage, etc.)

Open Outlook and navigate to the Filemenu.

Click here to return to top

ClickAdd Accountand in the next window, add all of the requested credentials. Click Next.

After some automated searching, you should see the resulting screen. Click Finish and then restart Outlook for changes to take effect.

So you've entered scores for your F&P assessments and are now wondering, what does this data mean? In this article, we will provide a few different options for reporting.

Remember that you can also always just export the underlying data from the assessment container itself, if you prefer the raw data in Excel format (Responses > Student Responses > click the Excel icon):

This might be helpful forAcademic Operations Associates/Managers, in order to fulfill ad-hoc requests or if someone wants to analyze their data in a different way than the below reports.

When it comes to reporting, there are a few Illuminate-native options available. To access any of these reports, you must go toReports > View Reports > "Fountas & Pinnell"(this is unlike many other reports, where you must click into a specific assessment first).

Fountas & Pinnell Parent Letter

This report generates a quick letter, indicating the student's reading level and is accompanied by descriptions of that reading level. Note that this report is also available in Spanish (as a separate report). Below is an example using fake information:

Fountas & Pinnell Classroom Report

This report might be helpful for teachers to analyze, as a quick way to visually compare student scores for their classes. This report grows as more rounds (and thus more data) are completed:

Fountas & Pinnell Site Overview

This report might be helpful forschool leadersto obtain a pulse check on how their school has performed on each round of administration. Much like the Classroom Report, this report also grows with each additional round:

Fountas and Pinnell (F&P) assessments are administered up to four times throughout the academic year and provide valuable data on students' reading levels. At Ascend, we use Illuminate Education to enter, record, and analyze this data.

Understanding F&P Metrics

There are currently seven possible metrics to track for F&P assessments, please be sure to refer to the official scoring key wherever applicable:

Fiction or Nonfiction- this is just a simple indicator to determine the type of text. It can take either "F" or "NF"

Level- this refers to their achieved F&P level and should be entered as a single alphabet letter (A, B, C... X, Y, Z)

Refer to the "Finding the Levels" chart which should serve as a guide to determine which reading levels are Instructional, Independent, and Hard

Accuracy- rate of precision, based on number of errors (refer to Accuracy Chart). This metric takes a percentage value without the '%' symbol (e.g. 95, 96, 97, etc)

Comprehension- this metric refers to the student's understanding of the text and is a numeric integer between 1 and 9 (inclusive)

Writing (Optional)- this is anoptionalmetric that scores the student's writing and is a numeric integer between 0 and 3 (inclusive)

Fluency- provides a score between 0 and 3 (inclusive) that refers to the student's oral reading

Movement since last round- this metric refers to the number of levels the student has grown since the prior round of F&P testing

The above metrics are available for entry in Illuminate.

Accessing and Entering Scores for F&P

Log into Illuminate using your windows credentials

Go to View Assessments (same place you would search for any other assessment)

Edit the filter options and selectF&Pas the scope: please check out this article of F&P Reporting

Click on the relevant F&P assessment for the current round and then select Responses > Enter/Edit (this is the same way you would manually enter scores for any other assessment)

Apply the relevant filters for your site and class, then selectFind Students:

Your roster of students should automatically populate and you may begin entering the appropriate scores in each column. Use the drop-down arrows to ensure you are selecting a valid entry for that field:

At this point, all you need to do is ensure your scores have beensavedand double-check for accuracy! As you can see, entry will work very similarly to any other assessment - you just need to be mindful of the type of data you are entering in each field (since not all responses are numeric).

For more context on how to interpret this data and generating relevant reports, then .

While most fields on Report Cards are automatically calculated, comments and specials will have to be entered individually for each student. Please wait until you receive notification that entry has been enabled; also, you should ensure these are all properly entered BEFORE printing.

Comment Entry

Go to Illuminate and select Grades > Entry PID Determination

Use the Classes filter to select the scholars you will be entering in comments for, then clickFIND STUDENTS:

In Classes Filter for Math Comments

In Classes Filter for Humanities/Literacy Comments

In Classes Filter Advisory/Homeroom Comments

Type: Math GR(XX) and select all of the math classes where your name is listed. These are the sections/scholars you teach.

Type: ELA GR(XX) and select all of the ELA classes where your name is listed. These are the sections/scholars you teach.

Type: Advisory GR(XX) or "HR GR(XX)" and select all of the advisory/hr classes where your name is listed. These are the sections/scholars you teach.

Please select the proper Term and Report Card (note that all report cards haveRCin title, do not select ones that have 'PR') and clickLOAD:

Select the desired fields you would like to enter comments for underEntry By Fieldand1819 T1/T2 Report Card Comments:

There are three types of comments (Humanities, Math, and General) and note that each requires two comments. Select your desired comment from the drop-down menu

Repeat this process for all relevant students and then selectSAVE

Once saved and completed, please make sure to selectPUBLISHto allow these comments to populate in Report Cards

NOTE:At the end of term 2, all students who have received PID letters throughout the year must have a comment included identifying whether they have been promoted to the next grade or retained. For more details, go to the article.

Specials Entry

Log into Illuminate and head toView Assessments(use the gray tile or go to Assessments > View Assessments)

Please CLEAR ALL FILTERS (open the filter drop-down and selectRESET) - do NOT select a year or subject filter

After clearing all filters, please type into the text box "Specials" and then selectSEARCH:

Click intothe appropriateSpecialsGradescontainer, based on the current year and term

Once in the assessment, navigate toResponses > Enter/Edit:

You'll now see filters, the same ones you would use when entering normal assessment scores. Please apply the appropriateTeacherand/orClassfilters to view only your students (note that if you aren't sure which class is yours, then you can always check the list of students to confirm and go back to this page, if you need to change the class)

ClickFind Studentsand you'll now reach the entry page:

In the Special (#) Name box, type the name of your special. For a given scholar, the special name may be typed in any open box, starting from the left most box and moving towards the right. In the Special (#) Grade box, directly adjacent to the Special Name box, select the scholars grade from the drop-down menu

Remember to save periodically (or ensure Auto-Save is enabled/checked)

All specials grades for an individual scholar will appear on the same row of this Illuminate assessment. Your school may have designated which columns to enter your grades in.

It is only important that your special name and grade are in adjacent columns but the order of specials does not need to be the same for each scholar. You can enter your grade for one scholar under the Special 1 columns and for another under the Special 2 columns, etc.

Please follow all spelling and capitalization conventions provided by your school(the specials name you type in will show up EXACTLY as shown, so please make sure it is consistent).

Please refer to Ascend's Instructional Manual for more context on PIDs and how to leverage them. This article will describe the steps required to create a PID list from Illuminate:

Log into Illuminate and select Grades > "Export CSV Data" Previously retained students

Apply desired filters and select "Find Students"

It might work best to do this one grade at a time by filtering on Courses

Add any notes to keep track of different exports (optional) and click "Export"

You can follow the link to the Scheduled Jobs page to wait for the export to finish

If you're bored while waiting for the export, then try clicking "Not going anywhere for a while?" at the bottom of Scheduled Jobs...

After a little while, refresh the page and when the status indicates "Finished (100%)", then hit the Download button.

You will download a zipped folder, which you'll need to extract the CSV files from

Once extracted, you can open the CSV in Excel and you want to look for the Overall Subject Grade, so check the very first row for headers

Please be careful as this file will show ALL headers from progress reports and report cards. So double-check to ensure that you are referencing the correct column

Lower Schools:1819 T2 GR## ASCEND REPORT CARD - 1819 T2 GR## ASSESSMENTS: LITERACY / MATH

Middle Schools: 1819 T2 GR## ASCEND REPORT CARD - 1819 T2 GR## ASSESSMENTS: T2 HUMANITIES OVERALL / T2 MATH OVERALL

Optional Formatting Steps

Once you've identified the correct column, you can go to the DATA tab in Excel and select the sort button to re-order your selected column from Lowest to Highest (A > Z)

To assist with identification, you can also highlight the entire column and consider using CONDITIONAL FORMATTING

After selecting "More Rules..." you can enter the appropriate percentage number (based on your PID rules), check the % box, and choose a fill color

Generally, light red for the bottom % and light green for top % is the most intuitive. You have to repeat this step once for the bottom % and once again for the top %

Important Notes

In accordance with PID directions on Pages 42-45 of the Instructional Manual, students should NOT be flagged for PID if their score is at or above 70, even if they are in the bottom 12% of your subject class

Create draft lists for PID for your School Director to review, showing PID students and the subjects by which they qualify for PID communication

Leverage the PID Templates found on ShareFile in 08 Training & Support\Academic Data Curriculum\1718 Materials\PID

Use these templates as a starting point in creating your PID letters

Scholars who had previously received PID letters must receive a pre-defined promotion or retention comment as one of their general comments on report cards. SDs may decide that they want to put a promotion or retention comment on EVERY report card, just for the sake of clarity. SDs should decide on this policy, then decide on who will be responsible for inputting these comments and disseminating directions as necessary. Note that this may affect the way you communicate to teachers about how they fill in their comments. Applicable comments:

Comment 1048: Your scholar will repeat this grade in the next school year.

Comment 1047: Your scholar will be promoted to the next grade in the fall.

Also in accordance with the Instructional Manual, students who have been retained in grade before at Ascend cannot be retained again. To see which students have been previously retained, view the custom report in Illuminate.

Bottom Percentage for PIDs are as follows (from the Instructional Manual):

Bottom 12% at T1 Report Cards

Bottom 10% at T2 Progress Reports

Bottom 8% at End of Year

Illuminate offers a variety of prebuilt reports, which you can leverage to analyze your data. Although we won't be covering all of them here, please feel free to explore and try them out! In this article, we'll be covering the five most commonly used reports:

Overview Report

Student Profile

Matrix Report

Response Frequency Report

Student and Parent Letters (MAP)

Overview (Rainbow Donut) Report

This is the first report you see when accessing an assessment in Illuminate.

The rainbow donut itself shows the distribution of student results by performance band.

The "Avg. % Correct" number shows the average percent of points collected for all students taking this assessment. This is commonly understood as the average score on the assessment.

"% Mastered" refers to the percent of students scoring at levels 3 or 4, the green levels of the rainbow donut performance band set.

To see the results for a smaller group of students, you can click "Filter Students" at the top, then enter the name of a single class of students to see the data and score count for a single section.

check out our Tableau Reports!

Student Profile

The student profile provides a lot of different information on a single student. The easiest way to access this report is to actually use the Search Tool to find a specific student and click on his or her name.

In addition to basic information, you'll find a series of "widgets" on the profile. These widgets can be customized and you may re-order or even exclude them. One of the most useful widgets is "Assessments," which allows you to view all the assessments and the relevant scores for that specific student (TIP - this is a good way to check a student's progress or compare with Report Cards):

There are also other useful widgets, such as Assessment Standard Progress (quick visual of the student's standard performance) or Report Cards (list of recent report card or progress reports you can download).

Note that any filters you apply or widgets you customize will be saved for the next time you access this student's profile.

Matrix Report

The Matrix Report is an assessment-specific report, so you can only access it by selecting the "Reports" menu once within a single assessment.You'll be taken to a list of prebuilt reports, from which you can select "Matrix Report."

While applying your desired filters for the report, please consider selecting"Standards"in the Group By filter. This will still provide a view of questions, but is a much more robust way to analyze your data.

This report will identify which questions were relevant to which standards and show you a red-to-green visualization of how your students performed across these standards. This is a good way to get a quick and initial glance of standard performance after an assessment:

Response Frequency

The Response Frequency Report is also an assessment-specific report, so you would find it in the same reports list as the Matrix Report, after clicking into a single assessment. The same advice about grouping by "Standards" instead of by question applies to this report as well.

The Response Frequency report provides a more detailed standard analysis, whereas the Matrix Report is better for a class overview. This report will list each standard and displays the frequency of each response. Thus, this could be a way to check whether students just did not understand a question (spread out responses) or if there was a significant distracting answer choice:

In the above example, we can see that there only one question tested for this standard. Question 3 was a constructed response (since the answer choices are point values, instead of letters). At 77%, most of this class seemed to do well on this standard, with only a single student receiving 1 point and the majority receiving at least 3 points.

While this can be a very helpful report, please take caution to not over-analyze specific questions! The difference in responses between 2, 3, and 4 points here is not very significant, so we shouldn't read too much into it.

Student and Parent Letters

This is also an assessment-specific report and provide a visually appealing letter describing a student's overall performance on an assessment. These can be useful reports to print and distribute to students after a unit test or other significant assessment.

There is a student and a parent version of this letter, which only differs in the contextual description provided. Here is an example of the parent letter for a benchmark assessment:

Much like we want our teachers and leaders to be data-driven, it's important to foster accountability and that data-driven mindset in our scholars - these letters can be a great way to begin encouraging just that.

How about tracking student progress and performance across multiple assessments?

Illuminate Prebuilt reports are great for an initial view of a single assessment, but to analyze several assessments at once,

Adding High School Credits to Transcripts

After every quarter, credits will be batch posted onto transcripts by AL Data. If additional credits (for example: credits earned prior to high school or through online credit recovery courses) are needed to be added to a student's transcript, follow the directions below.

Article contents (click a link to skip to section)

Manually adding credits to transcripts

Adding online recovery to transcripts

Manually adding credits to transcripts

Log onto your Infinite Campus account: https://ascendlearning.infinitecampus.org/campus/ascend.jsp

In Search, select Student, then hit Go.

In the students profile, go to the Transcript tab and select +New.

Enter the appropriate School Year and Grade in which the course was taken, the Course Number, Course Name, and Score. Under Transcript Credit, enter the number of credits Earned, Attempted and the Credit Name that the course is categorized as.

When you finish, click the Save button on top.

Upload documentation of this credit update to "Persons Documents."

Adding Online Recovery to Transcripts

In Search, select a Student. In the Transcript tab, click +New.

Enter the course name [Course Name] Online Credit Recovery Enter P into ScoreEnter Course Number -This should match the BAHS course number Enter 0 to GPA WeightCheck the box that says Credit RecoveryEnter Earned Credits, Attempted Credits, and Credit Name Click Save

Upload online course final grade documentation to Person Documents

While there are a variety of NWEA reports that you are welcome to explore, the Data Team specifically recommends leveraging three intuitive and effective reports:

NWEA MAP Student Letter (via Illuminate)

NWEA MAP Student Profile Report

NWEA MAP Summary with Quadrant Chart

After each round of NWEA MAP testing, schools are required to distribute MAP letters for parents and students, as well as accompanying cover letters. These letters provide concise details on a student's performance and explanations on the basic metrics used to assess performance. Click here for more information on MAP Testing.

The cover letters (attached to this article) are available in both English and Spanish.

The student letters are NOT assessment-specific, so to access these letters you can either use your tile shortcut or go to Reports and "View Reports" in the sidebar. Type in "MAP" in the search bar and select the report titled, NWEA STUDENT REPORT.

NOTE - since these need to be printed, it may be helpful to select "Download to PDF" when running these reports

Make sure you carefully check your MAP-specific filter options. In this example, we are doing a Spring 1718 to Spring 1617 comparison of the MAP Reading 2-5 exam:

As seen below, the student letter contains the basic RIT and percentile scores from the recent MAP test, as well as any selected comparison scores from a prior administration. We've shown a reading test example, but it follows a similar setup for Math (don't forget you'll need to print both, if the student took both tests):

While there are a variety of NWEA reports that you are welcome to explore, the Data Team specifically recommends leveraging three intuitive and effective reports:

NWEA MAP Student Letter (via Illuminate)

NWEA MAP Student Profile Report

NWEA MAP Summary with Quadrant Chart

NWEA Student Profile Report

This report focuses on an individual student's current and historical performance; the more rounds they've taken, the more helpful this report will be:

This report is ideal tomake quick comparisonsandmonitor progresstoward goals.

Where to find this report?

To access this report, selectMAP GROWTH REPORTSfrom your navigation andSTUDENT PROFILE(under Next Gen Reports):

Batch Printing Available

While this is NOT a substitute for your required student letters (via Illuminate), you are welcome to print these for supplementary use. To batch print, selectPRINT & SHAREfrom the top-right corner and apply your desired options:

NOTE that each student and subject would print two pages (so if you did math and reading for a class of 20, this would result in 80 pages).

While there are a variety of NWEA reports that you are welcome to explore, the Data Team specifically recommends leveraging three intuitive and effective reports:

NWEA MAP Student Letter (via Illuminate)

NWEA MAP Student Profile Report

NWEA MAP Summary with Quadrant Chart

NWEA Summary with Quadrant Chart

While the Student Profile will be helpful to analyze a student's performance, we recommend leveraging the Quadrant Chart to examine the spread of student performances across a specific class:

Note thateach data point refers to a student andclicking a data pointwill reveal specific metrics for that student.

The Quadrant Chart marks students on axes ofConditional Growth Percentilevs.Achievement Percentile (these are set to 50th by default, but you're allowed to set a custom value).

Achievement Percentile is simply the national percentile that your student scored, based on their RIT score for that season of administration.

Conditional Growth refers to the change in national percentile (how did my student grow compared to others with theSAME starting RIT score?)

When making student-to-student comparisons, ensure that you are focusing on theirConditional Growth Index:

This article will go in detail about re-using MAP test sessions (instead of starting from scratch each season). This should be done to save time, whenever possible.

Log into the MAP Portal and navigate toManage Test Sessionson the left-hand menu

SelectSaved Test Sessionsand filter for a previous testing season (within the same academic year), as well as your name: Creating a Test Session article

Find one of your previously created test sessions and clickEdit Session

IF your section has updated its roster since the last testing season, then please ensure that you re-add students(use the filters to search for your section):

Assign the appropriate Math or Reading test, then clickSAVE SESSION to save and move this session into the current testing season:

If you need a reminder on naming conventions or general steps to create a test session, then please refer to our . Feel free to reach out to the Data Team for specific questions!

Since MAP is an untimed assessment, scholars are often permitted to take extra time if needed or perhaps you need to test a scholar who was previously absent. Hopefully, you followed best practices to make a note of who still needs to finish their test and who still needs to be tested. But even if you didn't, we can leverage existing MAP operational reports to find that out.

Note- depending on the number of students expected, it might be easier to search Test History rather than pull an operational report. The former tool is also available to everyone, whereas only leadership has access to reports (see the Administering Makeups section below for further details on the Test History Search tool)

However, please note that all MAP reports are updated nightly - meaning you effectively must wait until the next day to confirm any changes:

In order to access the operational reports, please log into your MAP account and go toView Reports(this option should be available to AOAs/AOMs) and selectOperational Reports

Choose one of the following operational reports, depending on what you're looking for:

You'll need to select and enter the appropriate filters (school, grade, section, etc) before running the report

Test Events by Status is better for a quick overview or confirmation, as it provides you a summary of valid and invalid test events (including suspended or terminated test events)

However, please note that this report does NOT identify students by name

Students without Valid Test Results is a more detailed report that lists students who do not have a valid test event, including suspended or incomplete tests

Note that students who have NOT taken any test will not be shown on this report

It is not always easy to differentiate whether a student had an INVALID test or just an incomplete one

The best way to use these reports is to already have your notes on which students need to finish or complete a test ready, then to reconcile your notes with these reports. Please note that these reports sometimes can take a while to run, but you can always check back on theReports Queuepage at a later time.

Administering Makeups

In general, you want to create a separate test session for makeups. You would follow the same steps are creating a normal test session, however you must select the Test History Searchtab andcheckNOT YET TESTEDoption under Status before searching for students:

Please make sure you are NOT assigning students who have completed their test to a new session.

You CAN combine students who have to finish their tests (currently suspended) with students who have not yet tested into a single makeup session. This will depend on your room, space, and proctor availability.

Note that we highly recommend completing all suspended test events within14 daysof the original test date.

If you're looking for specific directions on using the proctor console during testing, then please check out Directions for MAP Proctoring. This article will describe a variety of tips and best practices, which have previously proven helpful during MAP testing.

Before Student Tests

ALL: Create a special space on the whiteboard where testing sessions will occur that contains a space for the testing session name and testing session password.

Students will be familiar with looking to one space in the room for this information.

Also write computer passwords if the computers tend to fall asleep quickly.

ALL: Consider how the lab room is set-up. Does it maximize the ability of proctors or supporting staff to circulate around the room and help students?

ALL: Frame the goal of the test session and encourage students to try their personal best.

K-2: Consider opening up the lockdown browser on all student laptops to maximize time.

K-1: Instruct students to raise their hands if they cannot hear the audio through their headphones or ifthey'rehaving difficulty selecting answer choices with their mice.

K-1: If students are struggling, ask them explicitly what they are struggling with (Ican'thear what the person is saying, I want to pick that answer but Ican'tdo it) but do not prompt or provoke any leading questions or answers.

Classroom Enviornment

"Testing" sign is posted on the door of the classroom.

Desks are appropriately spaced throughout the room.

(If necessary) content-related posters are covered.

The temperature in the room is appropriate.

MAP Test Session information is clearly written on the board.

During Testing

Bathroom Breaks: We strongly discourage bathroom breaks during MAP testing but if students must use the bathroom, then the lead proctor canPausetheir session. Once they come back to their seats, the lead proctor will need toResume their session.

Progress Monitoring: Proctors can monitor student progress and see how far along students are in the test by looking at the Approximate Question # column in the proctor view of the computer. Students who are far behind will be at question numbers much lower than others and students who may be clicking through rapidly may be at question numbers much greater than most others.

Proctoring

The proctor computer is in the testing room.

The proctor states a positive, motivating message before testing begins.

The proctor provides clear, test-specific directions before testing begins.

Scholars are to be silent

Scholars are to keep their eyes on their own screens

Scholars must try their best!

(scratch paper upper grades Math)

Make sure to utilize the network-provided goal sheets, you can prepare these before the exam or provide them to scholars once they complete their test

[K encouraged option] Once you see that about half/a little more than half of your room is done, get those scholars out of the room silently, take them back to the class. MAP proctor will send scholars that finish after that point back to the room once they have recorded their scores and marked it on the overview and goal sheet.

The proctor circulates throughout the room during testingT

The proctor addresses students as needed for off-task behavior.

The proctor provides encouragement as needed but does not help

The proctor is actively monitoring (i.e. not on cell phone or computer)

Close to End of Testing

Suspended Tests: Write down and keep track of the students who will need to continue their tests in a second testing session. Also note absent students for makeups, this will be useful for makeup/continued testing.

While there are operational reports to later get a list of students with suspended sessions, having this information right away will be helpful to confirm

Notes: Write down any helpful tips for subsequent test administrations that were learned during a testing session.

Much like with any other major assessment, it's crucial that proctors are trained and diligent in ensuring scholars are on-task and adhering to proper protocols while testing. This is especially important for the computer-adaptive MAP exams, since there needs to be a LEAD proctor monitoring tests online via the MAP portal.

MAP Proctoring can be thought of in three major steps:

Opening Test Sessions

Going Live with Student Testing

Suspending and Ending Test Sessions

Opening Test Sessions

Log into your NWEA MAP account ( https://teach.mapnwea.org/ )

username: long-hand Ascend email address

password: self selected

Go toManage Test Sessionson the homepage and clickShow (next to "Saved Test Sessions")

Type in the last name of the individual who CREATED the test sessions for your class in theCreated Byfilter (this is typically your school's AOA or AOM)

Pay close attention to the naming of the session and then select the circle next to the appropriate session Best Practices and Tips for MAP Testing

Once you've select the correct session, you should now be able to clickTest Now

The test session proctor view will now load and you will be able to find the test session name and unique passwordPlease note that any time a test session is opened, a new password will be auto-generated. Students will have to enter this password each time.

All students who will be tested should now show up in the testing window and should indicate "Awaiting Student" in their status

Going Live with Student Testing

Instruct or support students in accessing the Lockdown Browser on their computers; this should be a simple NWEA desktop icon

Once the browser is open, have them carefully type in the session name and password. They will then have to select their names from a drop-down menuProctors may want to consider supporting younger or newer students in this process.

The Lead Proctor should now clickRefresh Statuson their console andConfirm Now(if you are not starting everyone at the same time, then you can also confirm individual students)

Please keep an eye on theStudents Disengagedcounter, which will automatically indicate if any students seem to be disengaged (whether a student is taking too long or going too quickly) - this would be useful information to pass onto your other proctors during the test

Suspending and Ending Test Sessions

Once the allotted testing time is over, check the box next to the names of all students who are STILL TESTING and Suspendtheir test sessions from "Select Action" drop-down menu. These students will need to resume their tests at a later timeNOTE that for bathroom breaks or such, you can opt toPausea student's session instead.

You can then choose toEnd Test Session, which will automatically suspend any active test sessions (this can be a useful safeguard, in case you forgot to suspend any sessions)

Finally, pleaseSave and Exitto complete the session

If this is your first time proctoring, then please check out the article on !

In order to successfully administer MAP tests for scholars, schools must first create test sessions for each "testing group" of students.

Typically, students are grouped and tested by their homeroom sections (as per Infinite Campus rostering).

Log into your NWEA MAP account ( https://teach.mapnwea.org/ )

username: long-hand Ascend email address

password: self selected

Click onManage Test Sessionsin the sidebar

SelectFind Students to Test

Select your desired School, Grade, Instructor, and/or Class filters

Click onSearch to open a pop-up, which will show a list of relevant students. Carefully check that only the desired students have been checked and then clickAdd Students

You should now see a populated student list at the bottom of the page. Select all students and clickAssign Test

Select the appropriate test, depending on which grade you are testingWe generally recommend selecting the K-2 test for NEW GR02 students in the Fall to establish a baseline, but whether they take K-2 or 2-5 in the Spring can be determined by their Fall RIT

Once you've chosen the appropriate exam, clickAssignand you may visually verify the chosen test in the student list

Click onSave Sessionand you'll be prompted to name the session. Please carefully following our naming convention:

You will be brought back to the "Manage Test Sessions" page, where you can verify that your test session was properly named and saved by clickingShowon the"Saved Test Sessions" option (you may have to select a different filter option to see the session, depending on who created the session)Note that this is also where you would go toEDITa previously created test session

Our new simplified naming system means you will only have to create one test session per section. You may re-use sessions created in previous seasons (within the same academic year).

Creating Assessments for teachers

Article contents (click a link to skip to that section)

Creating K8 Assessments

Creating HS Assessments

Creating K8 Assessments

While most of the academic year's assessments will be carefully tailored, created, and supported by the CIT, your school does have the option of occasionally creating its own ungraded assessments.

Log into Illuminate and select the Assessments > "Create a New Assessment" from the sidebar

Once the New Assessment pop-up appears, chooseManual Setupand enter the number of questions in your assessment, then click OK Illuminate

You'll be taken to the Information page of your new assessment, where you'll need to carefully apply details (click 'More Options') and give it a specific title

For the title, please make sure you are adhering to network naming conventions, and also,

The title must contain the school acronym (ex. BVMS)

The title must end withUNGRADED

The important options are as follows (you can leave others as blank or default):

Academic Year should be set to the current school year

Subject should be set accordingly

Scope should always be set toSchool-Created

Grade Levels should be ticked for all relevant grades

Performance Band Set show be on 1516 ELA Default or 1516 Math Default, depending on the relevant subject

After saving the above information, you'll want to create an answer key for your questions. Make sure to tick the Rubric box, if that question will be a Constructed Response. Also, note that Multiple Choice questions should show the correct answer choice, whereas Constructed Response questions show the maximum number of points:

Share the assessment (Setup > Share), so that other teachers or staff can also find the assessment

If the assessment is grade-specific, then you can share withSite & Grade Level to select your school and the specific grade (this will give access for all teachers at your school within the specified grade level)

You should also share withSite & Roleto selectSchool Leadership Teamat your school (this allows your SD, DOI, and AOA to find the assessment)

Finally, please also share withRoleand selectSystem Admin(this allows the Data Team to provide support or help if needed)

Before clickingShare, make sure you have given users the proper access

Those with View & Download rights are only able to view reports

Those with Administer rights are able to download attached materials and enter scores for scholars

Those with Edit rights are able change the details and settings of the test

Creating HS Assessments

While unit and benchmark assessments will be carefully tailored, created, and supported by the CIT, you do have the option of creating additional assessments that can be administrated to students on paper or online and as well as be incorporated into to your Illuminate GradeBooks.

Getting Started

1. Log in to

2. Select the blue square: Create an Assessment

3. Select Manual/Hybrid Assessment4. Insert the number of questions in your assessment.5. Select Okay

Step 1: Provide Basic Information

1. Enter the name of your assessment (this should match what is on the header of the student/teacher copies of the assessment).

Naming convention template: SYSY T#W## [Course] [Assessment type Quiz, UT, AT, Benchmark, or Mock] [Assessment number] [Descriptive assessment name (optional)] v##

Examples: 1819 T1W10 Biology Quiz 03 v01

2. Description may be left blank3. Select More Options

Skip Local Identifier

Insert the First Date Administered. This should be the first day of the week that the assessment is being administered. (check course overview chart)

Select the Academic Year, i.e., 2018-19

Select the Subject for the assessment- ELA, History, Math, Science, or Spanish

For Scope, select whether it is a Quiz, AT, or HW

Select the appropriate grade.

Show in Student Parent Portal? Select Yes

Under Performance Band Set, for courses ending with a Regents exam select the appropriate subject such as Regents Scale: Algebra I For courses ending with an AP exam select the appropriate subject such as AP Scale: Biology For all other courses, select HS Default

Click Save and Next

Step 2: Choose Standards

1. Skip Choose a Standard Collection

2. Select a Subject Area: Choose Common Core State Standards (English or Math)

English: Common Core State Standards > English Language Arts/Literacy (2010)

History: Framework > Social Studies (2014)

Math: Common Core State Standards > Mathematics (2010)

Science: Crosscutting Concepts Appendix G, NGSS, or Science & Engineering Practices Appendix F >> Science (2013)

Spanish: Ascend Learning > Spanish Sub-Subject Standards

3. Select grade level or high school: [topic] associated with the assessment

4. Click Search

5. Keep expanding the list to find and select all the specific and consistent standards addressed in the assessment (refer to the Teacher Copy).

Step 3: Prepare Answer Key 1. Enter information from your Teacher Copy answer copy, if applicable.2. Advanced column: N/A (for use by data team when there is some unusual scoring; e.g., two acceptable answers) 3. Rubric: Check box if it is a CR item4. Correct:

For MC questions, insert the correct number choice Ex: 1, 2, 3, 4.

For CR questions, insert the maximum number of points possible for each question Ex: 2, 3, 4

5. Weight column: the total number of points possible for each question

MC questions are usually 1 point each this is the default

For CR questions, the point value should match what you entered in 4b above.

6. Extra Credit column: N/A (used rarely)7. Optional: add Question Groups8. Standards: Expand drop down menu next to each question and select appropriate standard9. Click Save

Step 4: Attach Materials

1. Optional: click Upload and attach materials

Step 5: Sheet Designer 1. To change the default letter choice to number choices, check off the questions that need to change.2. Check off Responses 3. Enter the correct responses.4. Click Save5. Click Next

Step 6: Share with OthersShare the assessment (Setup > Share), so that other teachers or staff can also find the assessment

If the assessment is department-specific, then you can share with Site & Department to select your school and the specific department (this will give access for all teachers at your school within the specified department) You should also share with Site & Role to select School Leadership Team at your school (this allows your SD, DOI, and AOA to find the assessment) Finally, please also share with Role and select System Admin (this allows the Data Team to provide support or help if needed)

Before clicking Share, make sure you have given users the proper access Those with View & Download rights are only able to view reports Those with Administer rights are able to download attached materials and enter scores for scholars Those with Edit rights are able change the details and settings of the test

It's important to ensure that student scores are entered on time, so that both teachers and leaders have the opportunity to evaluate performance and plan ahead. While the data team does provide a weekly assessment email, it's good practice to check that entry has been completed more regularly.

Although you can check individually in Illuminate assessments, the easiest way to accomplish this is to open the Assessment Score Counter in Tableau. This workbook is located in the same ShareFile folder that your school Tableau Reports are in, within 001 Academic Data. As with any other Tableau report, this will require Tableau Reader to open.

This report is separated by Lower Schools, Middle Schools, and High School, with red or green coloring to indicate overdue assessments and the number indicating how many student scores have been entered.

NOTE - green does NOT mean that all scores have been entered. We have selected 15 as the cut-off, since sections rarely have fewer than 16 students. This means a section in the red is missing a significant number of students, whereas a green section might be complete or may be missing only a couple of students

There is also a TermWeek filter, available for your convenience. This can be helpful if you just want to focus on the prior week's assessments. This is also a good way to keep an eye out for incorrectly entered scores, especially if you see a future assessment that already has student scores entered.

How often is this updated?

The Assessment Score Counter is updated hourly, Monday - Friday (8am - 8pm). This is the same refresh schedule that the Tableau School Reports follow.

By using the Assessment Score Counter, it can be quick and easy to track grade entry, which will hopefully assist you in following-up with the appropriate parties!

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The Shared Text Mastery Blitz report is one of four reports available to you in the AssessmentScoreCounter report. Please refer to this article for more information on the overall workbook.

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The Shared Text Mastery Blitz report was created to show the averagepercent correctby grade level, charter, and passage. The first part of this report will show your school's performance on each passage in comparison to others within your grade-level:

Note that only the passages with valid data will show up and be considered in the "Total" average calculation. This view will likely look nearly identical to the screenshots you see in the ELA Weekly Memos!

However, we can take this analysis even further by selecting any of the charter names. This will prompt the second view to dynamically populate and display the specific sections for that grade-level and school:

This can be a useful for way for school leaders and teachers to dive deeper into their data, perhaps even as a follow-up to the memos. We encourage you to explore this report and leverage the data to drive even better instruction!

As a reminder, all Tableau Reports can be found in your charter's ShareFile folder:

Brooklyn

Brownsville

Bushwick

Canarsie

Central Brooklyn

Cypress Hills

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This one of several Tableau Reports available to all schools and staff at Ascend. For more information, please check out our other articles on Tableau Reports.

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To track individual student scores and skills, check out the Gradebook and Standard Inventory. However, the Weekly Quiz Tracker provides a new way to analyze your school's longitudinal performance across multiple quizzes and sections. We recommend diving into this data after receiving the higher-level Weekly Quiz Memos from the Curriculum & Instruction Team.

Cypress Hills

This report is separated into three portions. The first part shows a line graph tracking each section's overall percent correct on each quiz (note that you can select the filters for Subject, Grade, TermWeek, or Scope).

While this line graph can certainly be useful to get a general sense of progress and improvement by sections, it's also important to be able to recognize strengths and weaknesses in key areas such as Constructed Response or Main Idea Jot. These concepts are tracked and shown in the remaining two reports:

TIP - hovering over the data will highlight the corresponding QUIZ and SECTION, which assists in easy comparisons (this even applies to the line graph, but by section only).

Green represents 2 points, yellow represents 1 point, and red represents 0 points. This should provide an easy and convenient way to quickly compare performance within or between sections. You can always filter byTermWeekif you're only interested in recent assessments.

Where can I find these reports?

These are available in your charter's ShareFile folder within 001 Academic Data:

Brooklyn

Brownsville

Bushwick

Canarsie

Central Brooklyn

Occasionally, some users may encounter difficulty trying to open Tableau reports - you've double-clicked on the file, but nothing seems to open. In order to workaround this, please do the following:

Open your Start Menu and Type in "Tableau Reader" to find the most recent version:

Open the Tableau Reader program and go to File > Open

If you have the proper ShareFile folder locally synced, then you can directly navigate to that file and select it. If you do not have it locally synced, then please first download the workbook from ShareFile and then select the downloaded file to open:

Finally, selectOpenand the workbook should fully load

Please feel free to reach out to the Data Team if you have any questions or concerns!

This report is unique in that it lives in an entirely different file than our School Reports. You can access this report through ShareFile as "AssessmentScoreCounter_####"

For detailed information and guidance on the Shared Text Mastery Blitzreport, please check out the relevant article!

This report is frequently used by the Data Team to build the weekly "Assessment Emails." However, you can also use this report to track entry across your assessments and see which sections are still missing.

There are three reports available:

K8 Scores - shows the average percent points collected across sections and assessments

K8 Submission - setup the same way as K8 scores, but shows the percentage of data entry

Shared Text Mastery Blitz - report to track performance on Shared Text Mastery Blitz assessments by school and section

HS Scores and Submissions - percent of points collected and number of scores entered for high school

K8 Submission - How to Track Entry across Assessments

If you've already used this report before, then please click a link below to give us quick feedback!

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Navigate to the K8 Submission tab, where the first report you see will be rows of red squares, which represent sections with less than 75% entry on due assessments:

Note that the two primary filters at the top determine which data we can see. Please set these accordingly beforehand (Term and Week):

We can now look to either the Lower School or Middle School section, which will show us all relevant assessments (i.e. assessments that are still missing entry for some sections at some schools). Remember that the percentage shown here represents the percentage of that class that has been entered:

As you can see, this can be a convenient way to get a quick pulse on the status of your school's entry (even before the assessment emails come out). You can always start here and then drill-down into Illuminate to check which students are missing on certain assessments.

We recommend using this tool to track entry and supporting teachers in timely entry.

The Standard Roadmap actually refers to a series of five reports, all of which show the performance of specific standards across multiple assessments, but at different levels.

Have you already tried using the Standard Roadmap?Please click a link below to give us quick feedback:

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We recommend beginning your analysis with theNetwork View, which will show the performance of standards across assessments aggregated for the entire district:

Standard Inventory

This view can serve as a baseline for comparison, before you dive deeper into your school's or section's data. The Network View also contains a list of upcoming assessments, as well the standards that will be tested on those assessments - use this resource to help plan ahead!

Standard Roadmap

The next report will contain the SAME assessments vs. standards view, but now includes a comparison by charter/school:

NOTE- when you CLICK on the name of a charter, you'll be given the option to "Drill Down." This will automatically take you the next report and apply the filter (e.g. so if we chose Drill Down for Canarsie GR03, then we would be shown only the Sections at CALS)

Section Comparison

After you drill-down, we can now compare the performance of one school's sections (across the same standards and assessments as before):

As you might imagine, using the Standard Roadmap and the Section Comparison together can be a quick way to analyze your data; this allows us to better understand how our schools and sections are performing, as well as identify any areas for improvement.

To move on, you woulddrill downagain by clicking on a section (under where it says "CLICK SECTION TO DRILL DOWN") and selecting the link.

Student Comparison

This report shows us only the students who are in the section we chose to drill down into. This could be useful for a teacher's deep-dive into her or his data:

Note that this is also a good time to consider applying some more filters, whether you'd like to track students withIEPsor select certainStudent Groupsto analyze the performance of your Round 1 intervention students.

What's the difference between Student Comparison and ?

While both reports do show students and standard performance, the Standard Inventory report does NOT show assessments. Rather, it considers all assessments (relevant to applied filters) and provides the average performance across standards.

When you're ready, drill down one last time by clicking any student under "CLICK SCHOLAR TO DRILL DOWN"

Student View

Our final report in this series will show the same assessments and standards, but only for a single student that you've chosen to drill down into. This is a convenient way to track the performance of a single student across all assessments and will quickly allow for identification of strengths, as well as weaknesses by standards:

(note - there are no filters on this last view, but any filters previously applied will carry over)

We hope you'll leverage these resources to gain clear insights about your schools, sections, and students, as well as use these reports to make better data-driven decisions!

The Gradebook and Standard Inventory reports are both setup with the same structure (showing sections and individual students). While the Gradebook displays percent correct by assessments, the Standard Inventory shows the percent of points collected on a specific standardacross all assessments.

GRADEBOOK

Standard Roadmap

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STANDARD INVENTORY

Please click a link below to give us quick feedback on STANDARD INVENTORY!

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There are various filters available, such as Grade, Subject, IEP, Student Group, Scope, and TermWeek. These will allow you to specify which set of assessments and students you are interested in analyzing.

(reminder - scope refers to the type of assessment, such as AT, UT, or Quiz)

One way to use this report is to analyze the standard performance of your students with IEPs. There is a simple IEP filter you can use to only show the relevant students:

TRUE will show only students with IEPs

FALSE will show only students without IEPs

ALL will show all rostered students

Another way to use this report might be to track the standard performance of your Response to Intervention (RTI) groups. These groups have been setup for you on Illuminate, but you can select your desired groups in the 'Student Group' filter available in this report. Here's an example for CALS:

So, if we were interested in assessing the performance of our GR03 Round 1 students on Math standards, then we could select only the 'Math' groups shown above and then we'd be shown only those students, as well as their average percent correct across all assessments that have tested on those standards so far.

This can be a quick and simple way to check your section's strengths and weaknesses, as well as identify which students may need more targeted support.

If you're interested in analyzing standards acrossspecific assessments, then be sure to check thefor standards data across multiple assessments at different levels!

You may already know that you can access an abundance of resources and documents on ShareFile by logging into the website, but did you know you can make these same resources available locally on your laptop?

If you plan accessing certain resources (e.g. Tableau Reports) repeatedly, then it will be easier to setup local sync so that you can simply open your file explorer and double-click documents.

Click the green S icon on your taskbar and select the three dots () at the top-right

This should show a new menu, from which you should select Preferences

Once a new window appears, youll be able to navigate to the desired folder (follow the same file path to your charters folder, as shown previously on the other side of this page)

Enable the check mark next to the appropriate folder and click Apply we highly recommend synchronizing your entire charters folder (e.g. BACS, BV, BW, etc.)

Please note that it may take some time for your laptop to download the files and fully synchronize. But once it is done, youll be able to access this new folder on your laptop

So you'd like to move beyond boring spreadsheets and static data? Great!

As with most software, it's important to understand when to use the right tools. Spreadsheets can be a great way to collect and show simple information, but if you want to visualize your data and add a layer of interactivity, then Tableau can be an even better tool.

To begin, you'll need to submit an IT ticket to haveTableau Readerinstalled on your laptop (it might already be installed, so it's worth checking first). Tableau Reader allows you to view and interact with any packaged workbook (i.e. Tableau file that ends with ".twbx").

There are plenty of reports you can explore, such as the school reports or the weekly math memo, but if you'd like any training or technical support, then please reach out to the Data Team. We'd be happy to work with you to get you comfortable with the analysis and visualization of your data, which will surely help your team make key insights faster.

Why bother?

Get the data you regularly need all in one place, effortlessly and with automatic updating (no need to ask someone to pull data or dig through systems)

Share creative and interesting visualizations that highlight only the important parts of the story you'd like to tell

Perhaps most importantly... help your team become more and more data-driven!

There's a lot of complex visualizations and uses that can be leveraged here, but it's just as viable to use Tableau for simple tasks too. Give it a shot!

Where do I find these reports?

All Tableau reports can be found in the 001 Academic Data folder on ShareFile. Each charter has its own dedicated folder, which will contain everything from State Test Projections and Report Cards to Tableau Reports.

The workbook is named after the charter's folder and has the current academic year (e.g. BACS_1819).

Cypress Hills Ascend

Here are the direct links to each charter's folder (you'll need to be logged in and have proper access):

Brooklyn Ascend

Brownsville Ascend

Bushwick Ascend

Canarsie Ascend

Central Brooklyn Ascend

Accessing Student Groups

Student group allows ANY report to be filtered by only a selected subset of students. Student groups can be accessed as follows:

From the Illuminate sidebar go to Students -> Student Groups. A technical issue prevented me from trying this product

Creating Student Groups

Click Create Group, and name the group in a way that is meaningful and indicates the time/purpose for which the group is being created.

Toggle Yes under Visibility Group? and Save Changes.

Click Add Students at the top of the Student Group Page.

Use the filtering method above to display students, then click their checkboxes, and click Add Students.

Click Share and share the group with other Illuminate users. In order for them to be able to use the group for filtering, under Give these users the ability to, you must select Can Use as Visibility.

Modifying Student Groups

Access the Student group list as before

NOTE: In the 1819 school year, student groups have been made based on recommended RTI Round 1 students. These are named using the following naming convention:

1819 [Charter] [Grade][Section] [ELA/Math] Round 1

Example:

Tip: Use the search box to enter a portion of the group name to narrow down your list. For the RTI groups above, for example, searching for the word "Round" works well.

Click on the group name.

To remove students, choose "Students" from the horizontal menu bar. Then tick the "Remove" box and click "Save Changes"

To add students, choose "Add Students" from the horizontal menu bar. Search for their name and add as shown above under the "Creating Student Groups" heading.

Three ways to view data for a specific student group:

1. Through the control panel:

Click on the Control Panel (three slider bar icon) on the upper right-hand corner of the Illuminate window.

Choose your student group in the drop-down list.

Note: This method globally locks & displays all assessment data for the scholars in the student group, even if you leave the current report. Remember to toggle back to All Students in the Control Panel to see default assessment data.

2. Through the report filtering page:

Access any of the reports for an assessment in Illuminate.

Select the student group you would like to view data for from the Student Group drop-down in the first row of filters for the assessment.

3. Through Tableau Assessment Reports

The following student groups are available in many of the Tableau Assessment Reports :

Tier 2 groups

Form: 1819 [Charter] [Grade][Section] [ELA/Math] Round 1

Cusp student groups

all students with a state test projection within 5 points of the proficiency cutoff in either direction (between -5 and +5 p2p)

Form: 1819 Round [X] Cusp [ELA/Math] [Charter] [Grade][Section]

For more specific guidance on the reports with the student group filter, view specific articles for Gradebook, Standard Inventory, and Standard Roadmap.

Please click a link below to give us quick feedback on STUDENT GROUPS!

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Progress Reports & Report Cards

Article contents (click a link to skip to that section)

K8 Resources

Entering Report Card Comments

Entering Grades for Specials

Printing Progress Reports & Report Cards

HS Resources

Generating Report Cards

Printing Progress Reports

Selecting Report Card Comments

K8 Resources

Entering Report Card Comments

1. Log into your Illuminate account ( https://ascendlearning.illuminateed.com )

2. Click on the Grades tab on the dashboard and then choose "Entry."

https://ascendlearning.infinitecampus.org

3. Use the Departments and/or Courses filters to find the scholars you will be entering in the comments for.

Under Departments, choose your desired department from the drop-down menu.

Under Courses, begin typing the name of the course(s) you are entering grades for. Choose from the available options that appear in the drop-down menu below.

4. After your classes have been selected, click "Find Students."

5. Select the appropriate Grading Period (Example "Term 2") and choose the relevant progress report/report card listed in the drop-down menu and click "Load." [There will only be one report card listed.]

6. You will be taken to a screen that looks like this-

There are only three comment types: Literacy/Humanities, Math, and General.

7. Click on "Predefined Comment 1" to enter your first comment for the relevant subject area/scope. You will be brought to an entry page after clicking this link. There is one comment box per scholar.

8. Click on the first box to reveal the drop-down menu of comments. Select the first comment that is relevant to the subject area you are entering in comments for.

9. Repeat the process by clicking on the next comment box down and selecting a comment for another scholar. Continue until a comment has been selected for all scholars.

10. Once all first comments have been selected, click "Save."

Then "Publish."

Entering Grades for Specials

For the end of term report card, each scholar will receive a score of Excellent, Good, Fair, or Poor based on his or her performance during the term. These scores will be entered in Illumiante and will appear on the report card as "Excellent," "Good," "Fair", or "Poor."

1. Log into Illuminate( https://ascendlearning.illuminateed.com ) and select Assessments, then View Assessments.

2. CLEAR ALL FILTERS BY CLICKING "Reset" (this should undo all check marks).

*Note: In contradiction to your instincts, do NOT select a filter for Year or Subject! Because the Special Grade assessment is technically a "Summary Assessment" where these tags are not possible, using these filters will REMOVE it from your search results.

3. Type in "Specials" in the search bar and click on the assessment titled "1718 T1 Specials Grades" or "1718 T2 Specials Grades."

*Note: You may use theGrade, Subject (Specials), and Scope (EOT) filters to locate this assessment.

4. Click on the Responses tab and choose Enter/Edit.

5. Using the selection filters, choose your name under the Teacher, the specials grade you would like to enter end-of-term grades for in the Course box, and choose the section number for which you would like to enter grades for from Section (note that you can start typing in these fields to view options).

*Please note that the section numbers may not be intuitive and that you will need to see which students are affiliated with each section by proceeding to step 6 and then going back to step 5 to change the section if necessary.

6. Click on Find Students.

7. You will reach the entry screen page. If the scholars listed on the page are not the ones for which you would like to enter scores, go back to Enter/Edit and select a different section from Section.

*Tip: the Tableau Reports indicate which Illuminate Section IDs (e.g. 9619) match which Section Label (e.g. 6C).

Printing Progress Reports and Report Cards

1. Login to your personal Illuminate school point person Illuminate account ( https://ascendlearning.illuminateed.com ).

2. Go to the Grades tab and select Printing & Print History.

3. You will be taken to a new page which should have a printing toolbar with several drop-down options.

*Note: the Grading Period is aligned to the current term.

4. You should print progress reports/report cards by homeroom/advisory sections.

5. Follow the drop-down selections as they are suggested below:

First: select the homeroom/advisory teacher from the user drop-down

Second: select the corresponding homeroom/advisory section for that user in the Section/Course drop-down menu

Third: select the progress report/report card that aligns to the hr/adv grade chosen from the Report Card drop-down menu

Fourth: click Select Students. The scholars rostered to the hr/adv section chosen should appear. Scroll down to the bottom of the screen and select Print.

*Note: Report Cards can also be printed in Spanish by selecting "Spanish" from the Language drop-down menu and choosing to Print.

A PDF will generate in the browser with the progress reports/report cards for the desired section.

6. Save a copy of each file in Sharefile:001 Academic Data\Your School Folder\Report Cards and Progress Reports\[year]

Naming convention for file:[Year] [School Abbrev] [Grade] [Section] [Term X] [File Type]

Ex.1718 BVLS 5D Term 1 Progress Reports

Ex.1718 BACS 2A Term 1 Report Cards

HS Resources

Generating Report Cards

1. Login to your Infinite Campus account: https://ascendlearning.infinitecampus.org

2. In Index, under System Administration, go to Preferences > Reports > HS Report Card.

Be sure to have the correct quarter selected under Main-Quarters for the term you are generating report cards for.

3.In Index, under Grading & Standards, go to Reports > Report Card.

As long as you are in the correct term (outlined in step 1), selectHS Report Card and clickGenerate Report.

Printing Progress Reports

1. Log into Illuminate and become the School Director; make sure the site is filtered for BAHS.

2. On the Illuminate homepage go to the Gradebooks tab and select Progress Report

3.Make sure Brooklyn Ascend High School is selected as Site and the date that progress report grades were due is selected as the Enrollment/Roster Date.

4.Click Additional Filters to filter by Grade Level

5.Make sure the following Gradebook Options settings are selected:

6.Select the following Display Options:

7. Click "Download PDF"

Selecting Report Card Comments

1. Login to your Infinite Campus Account:

2.In the main homepage, click on the tile iconand click Instruction.

3. On the left menu, clickPost Grades.

4.Several drop-down menus will appear at the top of your screen. Select the Term (Quarter), Section, and Grading Task for which you would like to enter comments.

5.A list of all students associated with the selected section will appear. Click Manage under Canned Comment, to select comment(s) by student.

Guidelines for comments per the 1819 High School Instructional Manual:

Report cards and commentsReport cards are published four times a year at the end of each quarter and are mailed home. Report cards will contain a percentage grade for each course taken that reflects student performance for the quarter. Gradebooks will be housed in Illuminate DNA, but report cards will be printed and stored through Infinite Campus. Transcripts will also be generated by and housed in Infinite Campus. Infinite Campus speaks to Naviance so that transcripts can be easily sent to colleges.

Comments on Report Cards are invaluable for students, parents, and administrators to understand the rationale behind the grade that was assigned. Teachers are asked to provide as many detailed drop-down comments as possible. Comments that acknowledge student success are also encouraged, as they can go a long way in maintaining the motivation of a student who is on task.Any student receiving a grade below 70 must receive a comment, as they are either failing or at-risk of failing.In Regents and AP courses, comments should be used if a student is off-track with regard to passing the final standardized exam or any other requirements of the course.If a student has failed to complete a major assessment or requirement for the course, it should be indicated in the comments.Recommendations for improvement are encouraged.

6. ClickSaveand repeat comment selection process for all relevant students and sections.

To print progress reports or report cards, you'll need to log into Illuminate (this is typically done by the AOA, who should already have the proper permissions for printing).

In Illuminate, navigate to Grades > Printing & Printing History

Select the appropriate Teacher, Term, and Report Card/Progress Report:NOTE - Progress Reports are labeledPR and Report Cards are labeledRC(both are separated by grade level)

Click Generate Report Cards and you will be taken to a page where it will automatically download the Report Card or Progress Report (you have the option to add notes if you want to refer back to this instance):

Please remember to save all Progress Reports and Report Cards to ShareFile, after you've sent them home!

(For Middle Schools and High School)

While we provide in-depth progress reports each term, it may often be helpful to be able to create progress reports at other times during the school year. This can provide valuable information on student performance and can be accomplished through your gradebooks!

Login as someone with access to the majority of your gradebooks (at middle schools, this is typically the AOA)

Using the side menu, navigate toGradebook > Progress Reports

Select your desired filter options and then clickDownload PDF

These reports can be helpful for a quick analysis into a student's overall progress. Here is a sample with mock data:

NOTE - all data is based upon your Gradebook. Assessments are added continuously on a rolling basis, but require data entry to show up.

Article contents (click to skip to that section)

Legal implications and penalties

Entering immunization data in ATS

Identifying students out of compliance

Questions about immunization and ATS

Legal implications and penalties

If more than 1% of students have not been fully vaccinated and/or more than 30 students are listed as excludable, you will be at risk of receiving a Commissioners Order indicating that you are in violation of New York State law. If you fail to obey this order, the school risks a civil penalty of up to $2,000 per violation.

Please contact the NYC Department of Educations Office of School Design and Charter Partnerships (OSCD), (212) 374-5419 at [email protected] any questions.

Entering immunization data in ATS

When you enter ATS, this home screen will appear. This screen lists various numbers and codes that correspond to different actions you can take on ATS.

http://www.p12.nysed.gov/sss/schoolhealth/schoolhealthservices/SchoolHealthExaminationGuidelines.pdf

You can check the overall status on the STAT screen.

If below 99%, then you need to identify particular students whose status is anything other than C=COMPLETE.

Identifying students out of compliance

To pull up a list of students missing immunization information on ATS, first run the RHIL report. To do this, on the home screen, hit enter. Under Immunization Status, type X. Hit the F6 key to print the report or email it to your DOE email. If you choose not to print or email the report, you will still see a summary screen that shows students by code. Note that if the total does not equal the amount of scholars in your school it is because the software is not identifying D-data errors.

Next, run the RHIL for a particular code to identify particular students who are out of compliance under a particular code. Note that it is a good idea to run the report code for D=Data Errors and I=Incomplete as well.

Next run the HEID immunization display report per student to identify the issues and clocate the students immunization records in his/her student file.

Lastly, in ATS use the HEIU Immunization Update report to enter the correct dates.

Once you enter in the correct information and hit F2 to save, you should see a message that reads:

THE IMMUNIZATION STATUS FOR THIS STUDENT IS COMPLETE.

Questions about immunization and ATS

Questions about immunization requirements and data entry for immunization fields in ATS, contact Julia Sykes at [email protected] or 718-391-8383.

Heres the link to the NYC information: http://schools.nyc.gov/Offices/Health/default.htm

New York State health information: