DOCUMENT RESUME

ED 094 458 EA 006 304

AUTHOR Pierson, Ellery M.; West, CharlesTITLE Systems Design and Programing for a Flexible,

Multi-Purpose Feedback System.PUB DATE Apr 74NOTE 21p.; Paper presented at American Educational

Research Association Annual Meeting. (59th, Chicago,Illinois, April 15-19, 1974)

EDRS PRICEDESCRIPTORS

MF-$0.75 HC-$1.50 PLUS POSTAGE*Data Processing; *Information Needs; *InformationSystems; *Information Utilization; Reading Programs;School Districts; *Student Records; SystemsApproach

ABSTRACTA feedback system for reporting individual pupil

variables; classroom, school, and districtwide summaries wasdesigned. The system utilized optically scanned forms which producedinput files for report production. The system was designed so thatthe numbers and types of variables were fixed, but that the contentof the variables was completely flexible to meet widely varying needsfrom district to district. Content labels facilitated interpretationof variables for different grade levels and districts. The system wasable to provide a five-working-day turnaround from the day the formswere received by the central office. (Author)

U5 DEPARTMENT OC EALTHEDUCATION I WELFARENATIONAL iNSTiTUTE OE

ECL: 7ATiONDOCL'VENiT ELL% hEPhO

CD EXACIL a5 aECE %ED IRON,'o-or ,`FRS3iCh ,13:!',..,-ZAT,O4 OR IC,%

1 .7; IT F0,4-5 or EA Oh OP %IONS-,, NO' \CCESSAk._v hEPLEENT Orr CkAL0.,C AT '04 ON OR POL CV

La Systems Design and Programmingfor a Flexible, Multi-purpose

Feedback System

Ellery M. PiersonResearch Associate for Design and Analysis

and

Charles WestSenior Systems Analyst

Office of Research and EvaluationSchool District of PhiladelphiaTwenty-first and the Parkway

Philadelphia, Pa. 19103

Paper Presented at AERA, April, 1974Chicago, Illinois

Session 20.22

SEP 1 3 1974

AN;TRAC"r

A "feedback" system for reprting individual pupil variables,classroom, school and district wide summaries was designed. The systemutilized optically scanned forms which produced input files- for reportproduction. The system was designed so that the numbers and types ofvariables were fixed but that the content of the variables was completelyflexible to meet widely varying needs from district to district. Con-tent lables facilitated interpretation of variables for different gradelevels and districts. The system was able to provide five working dayturnaround from the day the forms were received by the central office.

Introduction

Our feedback systen needed to keep the customer satisfied in threedimensions-not necessarily orthogonal. The first dimension was levelof management. The second was the variety of variables to be reported,and the third was Individual District requirements, the School Districtof Philadelphia being dieided into eight sub-districts each having itsown requirements. Although the system needed to accommodate any con-tent it was developed in cooperation with the district reading teams.

Market Survey

Our first step was to contact the various levels of managers andsurvey them as to their data needs for decision making. A conferencewas held with each District reading team and the systems design staff.The District reading team was able to express the managerial needsfor the District Superintendant, supervisors of reading, reading teachersand classroom teachers. Of course, each District felt their particulardecisions and the variables needed for them were the most importantand must he included in the reports. So, a compromise had to be workedout to provide a mix of reported variables that would include mostof the needs expressed. A major consideration in the compromise wasthe fact that the responsibility for collection of the data lay withthe classroom teacher, therefore the reports would need to reflect andregard her efforts in order to make the system viable.

Central office curriculum staff wore also interviewed and theirneeds were input into the compromise.

What did we s ueeze out of the Compromise?

Several other constraints yorewith how many pages of output couldreport he received. It was decidedinformation for a decision maker at

also considered. For, instance,a customer cope in reviewing thethat two pages could contain enoughthe classroom level to have mean-

ingful feedback for each student and to summarize the classroom informa-tion too. Thus, each classroom teacher report consisted of two pagesfor each reading program, one page was a one-line per pupil report andthe second a classroom summary.

Principals would receive duplicates of the classroom reports plussummary pages for each program within a grade for his school.

Another constraint was time. We felt that turnaround over oneweek would begin to age the report information to where it might be use-less for decision making especially at the classroom level. So, thedata reduction, file manipulation, and report generation had to beefficient enough to work into the existing computer operations schedule.

These compromises and constraints led to the final parameters ofthe report system.

Variables Manipulated: Summary Statistics

Flovon nominal variablesTwo ordinal variablesEight interval variable!:

Frequencies, PercentagesFrequencies, Percentages, MediansN, Mean, SD

The nominal variables (Yes-No) were used to "port services receivedby the pupil or to indicate certain program conditions. The two ordinalvariables reported the Individual Reading Inventory level and the readingprogram book level. The eight interval variables covered test scoresand absenteeism expressed as an interval variable. Each variable wasreported for two points in time so that gains and differences could beexamined, however, the content of the variables could pertain to anydesired.

To accomodate the fact that each of the eight districts and themore than 36 reading programs over 13 grade levels (K to 12) would requirethat the reported variables be different, a system of header and linelabels was worked out so that each district could specify its awn reportheaders and variable labels for each grade level. Further, the computerprogram was dimensioned to accomodate up to six different readingprograms in any one grade.

Each district also custom designed its own data collection form.These were OpScan forms on the first year and are now NCS forms. In

either ease the various district forms when scanned produced a datarecord having a common format. In this way the computer program alwayssaw the same input variables regardless of a specific district's content.

Did we keep the customers satisfied?

Well, we hope so, we supplied flexibility across diverse districtneeds by allowing data collection forms, and report labels and headingsto be customized grade by grade and district by district. Thus, eventhough all the customers were restricted to using the same set of typesof variables they were able to plug in their own particular information.We supplied the needs of various management levels by generating reportsand summaries meaningful to their particular decision makinc processes,and we developed a system which could be executed with the existingcomputer hardware, software and work schedule.

Examples

Figures 1,2, and 3 show Classroom Pupil Report, Classroom SummaryReport, and School-Grade Summary Report for the "MULTI-LEVEL WITHOPER. RSC" reading program. Figure 1 contains a line for each pupilshowing his or her entries for various variables. A glossary of labelsis on the bottom of the form. Figure 2 shows a summary for the sameclassroom. Figure 1 and 2 corstituted the classroom teacher's report.

Figure 3 shows the principal's report for the same readingprogram summarized over all rooms in his or her school.

District :ummary. Figure 4 show ,t; IDistriet Summary for a readingprogram in ordeh eight. The tot) thrrie linos identify the Reading Program(Multi-level), AIL schools in the district, the eighth grade, All roomswith a ruin total of 4449. The report covers three time points (CKPT-1,CKPT-2, CKPT-3.) cne of the two ordiaai variables is reported at the tot)section of the page. The number, pen:ent, and median are reported forReading Program Ilook Level for one pupil. The asteriks indicated the median.The levels range from "PP1 ORA" in the first column to "27" in the secondcolumn. Three data summaries are presented in the center section of thepage. The left most displays numbers and percents of the total pupils oneach of the eleven nominal indicators. Next to the right is the Absencesummary showing the numbers, total percent, and medians for two check noints.On the right center is the second ordinal variable disnlav showing number,percents, and medians for only pupils having this information. Note thatthe median moved from "BOOKS" in CKPT-1 to "BOOK6" in CKPT-3, 2432 pupilswere reported at CKPT-1 while only 1968 were reported at CKPT-3.

At the bottom of the page are displayed means, standard deviations,and total pupils reported for six interval variables at two CKPT'S andthe differences. Note that while 1815 and 1840 pupils were reported forthe "ALPHABETMASTER UC" PRE and POST, means respectively, only 1144 werereported in the difference mean. This difference, calculated by the computerprogram is not the same as 55 minus 44 as it was calculated from only thepupils having both PRE and POST scores. The other four variables wereunlabled. All values iere rounded to the nearest integer and not reportedif less than one.

The remaining display in the lower right corner contains somethinglabeled InWA Reading means, .standard deviations for 1970 and 1971, butappears to be two variables expressed on different scales. There isalso a district identification masthead in the lower right corner.

Data Collection Form. District Seven designed a two sided NCS form.The green side was for use in grades one through six while the red sidewas for use in grades seven through twelve. A separate NCS scanning programwas written for each side oe the form. Header targets were used so thatit was not necessary to enter group information on each pupil's form. The

form was continuous, that is, the form could be pre-printed with individualpupil identification in the masthead areas. This printing included "slugging"targets for the pupil ID number, school, and grade codes.

System Flow. Figures 6 through 1.0 show the system flow charts forprocessing data through the system. Fre-printilig (Figure 6) and distributingforms required one to two weeks. Data collection (marking forms) was doneby teachers and/or aides. Headers were added and district staff edited theforms before processing on the NCS scanner. Scanning forms, sorting offiles, and production of reports could be completed in five working days, sothat reports could be returned in one week after the forms were received bythe central office.

Ri..CING PROGRAM

MUL I IL VEL M I TH OPER. PSC

SCHOOL DISTRICT OF PHILADELPHIA

READING PRCGRESS REPORT

INUkVIDOAL REPORT

DISTRICT TWO

ALvISED REPuRT- FEB. 14, 1972

SCHOOL Crni

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® (7.:D .) (-77) HEADER

000000 1000

THE

DISTRICT

SEVEN

SECONDARY

R.E.A.D

FORM

Dr. Thomas K. MinterSuperintendent

Mrs. Reeda KravinskyReading Project

Manager

Arnold EscourtDistrict Research

Associate

0000000000

ISCHOOL

HEADER .

Tedcher c'! LAST NAME INITIAL

00® F03

00©©

0®

8C.,)

0000('-)

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@

@@e®C®00000000000000PERIOD

O00000600®

I I I

oc00000000®®®ogDooeoeoo®3®®®®00000000000@gC000'000000©®0®@0®©©©C0000acooe888888886 ED0000000000000000c000&Dsoo,00eoe0©00000 ©©©008® 808080e0000'800

0@®0@i00,0 (0®ooeoc),(Dooe®cgx)oiocg0000,©(Deos0000000

cp000-)ocoo0000000000weco.0e000e000000qDee®000eoc0000®0000000000000000000®

GRADE (Fill in one)

000000

Supportive ServicesIndicate AssistancePupil Receives Regularly

Checkpoint

Reading Specialist ..Reading Aide ....

Volui,:oor

123....000

..000000

00000

Group Reading InventoryIndicate ReadingInstructional Level

Checkpoint 1 3

Levels

0 0one

two 001100

fool

five

0

0

0

50

SIX 0coven 0eight ®

1111111 ®Ail(10' rink. 0 0

WRITE ROOM NUMBER HERE:

HOW TO FILL IN THIS FORM CORRECTLY

CORRECT UNACCEPTABLE0 0 0 V 01. Use lead pencil only.2. Carefully erase all unwanted marks.3. Fill in circular responses neatly.4. Make no stray marks.

Consonants

° Initial

()FinalOBtends

OD4,phs

PHONICS INVENTORY

= No more than oneerror per skill

Vowels

Oldent.fication0 Long vole els

0 Short vowelsO Contimution

Rhyrn,ng .voirls 0

PUPIL COMPETENCIESIndicate Highest Level of Mastery

at Checkpoint Three

Word Recognition Levels

000 '000 -000000000®Comprehension Levels

000000000 000000Study Skill Levels

0000000000000000Literature Levels

0000000000008000INSTRUCTIONAL PROGRAMMAJOR COMPONENT

°Multi Media0 Content. Area

°Literature Program

()Merrill0 McGraw-Hill:Sullivan

0 Other

READING INSTRUCTION

Where is readinginstruction occurring?

F ill in one)

°English Class()Reading Class

0 School Reading Centel

0011 Site Center

Other

STANDARDIZED

TEST ACHIEVEMENT

Indicate closestnational percentagein readingcomprehension andvocabulary

PERCENTILEComp. Vocab.

0100150 200300400500600700800 90

0100150200300400500600700E10

0 80

NCS Trans -Optic F1612-54321

Figure 6

oftire of Ro,;earch .-end Evaluation

Multi -'Task dyst,.t

Phase I Form Preparation

PupilFile

Preprint PupilIdentifyingInformation ontoCoding Sheets.

PreprintedCoding Sheets

Figure 7

Office of Research and EvaluationMulti Process System

Input Processing

armsfromch-

CompletedForms

Scan Forms toTranscribeInformation toTape

Trans

Data

Sort rata byStudent No.

SortedFile

Error Sheets

Correllrror

_ _ J

InputPro,,:ecsing-Continued

Sorte-Cih\

DataFile

Match for Studentname and validate

Data

ValidatedPile

Figure 8

Input Processing - Continued

ProcessClassroomGrade SchoolData Reports

netail Repor

Parameter

Cards

Figure 9

InputProcessing-Continued

SortedData

Sort Data into/

District Summary 1Sequence

SortedData

ProcessDistrictSummaryneport

Summary

Report

ParameterCards

Figure 10