marss 101 minnesota automated reporting student system

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MARSS 101

Minnesota Automated Reporting Student System

Student Accounting

THE MANY ROLES

Computer Expert

Judge/Mediator

Magician Juggler

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WHAT IS MARSS?

• MARSS is a means for districts and charter schools to report:

• demographic• enrollment• program Data

• For:– all public school students– some private school students (shared time)

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WHAT IS MARSS USED FOR?

• Purpose:

– state aid calculations

– civil rights reporting

– accountability reports

– various ad hoc reports

– legislative requests

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WHAT DOES MARSS DO?

• The student data collected via MARSS are used in the calculations of:

– Various State Aids• general education revenue• lease aid• shared time foundation aid• basic skills (LEP and compensatory)

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WHAT DOES MARSS DO?

–Several federal allocations• child count

• drug education

–Eligibility for programs• first grade preparedness

• student loan forgiveness

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SOURCES OF INFORMATION

• MARSS Manual

• MARSS Reports

• Documentation

• MARSS Memos

• Department, Region and Vendor staff

• Student ID Repository

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WHAT IS EOY DATA USED FOR?

• Graduates • Dropouts • Program Participation

– PSEO– Special Education– Maintenance of Effort– Limited English Proficient (LEP)

• National Center for Education Statistics• NCLB (No Child Left Behind)

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END OF YEAR MARSS DATA

• ADM for:

–General Education Revenue

–Charter School Lease Aid

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STUDENTS TO EXCLUDE

• Students who have transferred, moved, graduated, dropped out or died

• Students absent 15 consecutive days without homebound instruction (truant?)

• Students who do not return in the fall

• Non-public/home school students

• Summer school

• Adults age 21 or older

• Students with diplomas

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NEW ENROLLMENT RECORD

• When one or more of the following MARSS data fields change, a new enrollment record must be created: – student resident district– student grade level– state aid category– school of enrollment– percent enrolled– special education evaluation status– homebound– special education instructional setting– transporting district number and type– PSEO program participation flag

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INSTRUCTIONAL DAYS

• Instructional Days in Session – (3 digits - 175)

• Required number of student-teacher days for students to make grade progression and as approved by the board

• Reported by grade; can differ by grade• July 1 – June 30 • This is the basis for calculating student

membership and ADM

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Length of Day

• Length of School Day in Minutes – (3 digits - 370)

• Reported in terms of minutes• Reported by grade and can vary by grade• Measured from the time all students are required to

be in attendance until the first students are dismissed

• Excludes breakfast and lunch but includes passing time at a secondary school or supervised recess following lunch at an elementary school

• Calculate the average if the required length of day varies during the year

• Flexible scheduling report

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B File – Student Data

• DEMOGRAPHIC– gender– race/ethnicity

• PROGRAM PARTICIPATION– special education– PSEO– supplemental services

• ENROLLMENT– start and end dates– attendance

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B File - Student Data

• State Reporting Number• (13 digits = 0001000293837)

• The state reporting number is used to identify enrollment records for a specific student. The number must be unique within MN.– The state reporting number is also known as the

MARSS ID number.• The state reporting number is issued to a student at the

time of pre-schooling screening or when they first enter into the Minnesota public school system.

• When assigning the state reporting number, the first four digits must be the district number where the student is enrolled.

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State Reporting Number, cont.

• Once a student’s state reporting number has been assigned, the entire 13 digit number stays with the student for the entire time the student is enrolled in MN public education.

• When students transfer from one public MN district/charter school into another public MN district/charter school the enrolling district/charter school must request and obtain the student’s State Reporting Number from the previous school district/charter school.

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MARSS ID NUMBER

__ __ __ __ __ __ __ __ __ __ __ __ __

• For students without a MARSS ID number

• First four digits are a valid district number since 1996

• Last nine digits are unique within the assigning district/charter school

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NOTIFICATION OF CHANGE IN ENROLLMENT FORM

• The Notification of Change in Student Enrollment Form must be initiated by the newly enrolling district/charter school and used:– request the student’s state reporting number from

the prior district/charter school. – By the prior enrolling district/charter school to verify

the student has been assigned a status end date prior to the new schools status start date.

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Student ID Repository

• Student ID Repository is to be used as the last resort in obtaining the student’s state ID number. Districts/charter schools need to continue to use the Notification of Change in Student Enrollment form.

• https://education.state.mn.us/StudentSearch/index.do

• Click on New User Registration– district agreement– user agreement– user info

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• Student Grade Level• (2 characters - 02)

– This is based on the student’s level of instruction for elementary students or credits earned for secondary students.

– Your district/charter school must be approved to serve this grade level and it must also be in your A file.• When a student is grade promoted or

demoted a new enrollment record is required.

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• Student Resident District Number– (4 digits - 0001)

• This is the district in which the student lives. This district cannot be a charter school district number. District numbers that start with 4000 are not valid resident district numbers and will cause an error.

• Student Resident District Type– (2 digits - 03)

• The only valid codes are 01, 02 or 03.• Resident district type of 07 is invalid and will cause an error.• Students who are residents of Minneapolis will have a resident

district type of 03 not 01.

– When students resident district number and type changes, a new enrollment record is required.

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• State Aid Category (SAC)• (2 digits - 08)

• Valid State Aid Categories are:– 00 – resident of your district– 01 – open enrollment paperwork must be on file– 11 – agreement between school boards– 14 – enrolled in another state (IEP or Care &

Treatment)– 15 – non-resident student. Student is a resident of

another state or country and is ineligible to generate general education revenue.

– 19 – tuition agreement district placement

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• Status Start Date– (8 digits - 20070904)

• This is the first day the student attends your district/charter school during the current school year.

• Status End Date– (8 digits - 20080604)

• The last day the student was expected to be in attendance during the current school year.

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• Last Location Of Attendance (LLA)• (2 digits - 00)

– Last location of attendance is used for tracking migration and mobility patterns, primary the students coming into the MN public schools.

– Describes where the student was prior to enrolling in your district/charter school

– A new code is assigned for each enrollment record; a single student could have several LLA codes.

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Last Location Of Attendance

• Most common codes for the student’s first enrollment record of the year:– 00 - Most recent enrollment was last year in a public

school in the reporting district/charter school (student was with you last year)

– 01 - Most recent enrollment was last year in a non-public or home school

– 04 - Most recent enrollment was last school year in a MN public school in another school district/charter school

– 05 - Student age five or younger as of September 1, and has never been in school before (public or non-public)

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Last Location of Attendance

• Most common codes for students who transfer into the district after start of the school year:

– 11-Transferred into reporting district/charter school after the start of the students current school year from a non-public or private school or home school

– 12-Transferred into reporting district/charter school after the start of the current school year from out-of-state

– 14-Transferred into reporting district/charter school after the start of the current school year from another MN public school (used also if student was in a summer program at another district and comes to your district at the beginning of your school year.

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Last Location of Attendance

• Most common codes for students who changed schools within a district or have re-enrolled:– 22 – Student’s grade level has changed (mid-year grade

promotion or demotion)– 23 - Student’s resident district has changed (student

moved from one district to another)– 24 – Student has a change in enrollment, had been

withdrawn and is re-enrolling (There may or may not be a lapse of membership between records.)

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• Status End Code• (2 digits - 40)

• describes why the student has left your district/charter school

• why the student’s record has been closed out• every enrollment record has a status end code• student’s could have several status end codes

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Status End Code, cont.

• Most common status end codes:

– 01 – Change in student grade level– 03 – Transferred to an approved nonpublic school– 05 – Students moved outside of the state or country– 08 – Student graduated– 14 – Withdrawn after 15 consecutive days absence– 20 – Student transferred to another district/charter school or

state but did not move– 40 – End-of-Year– 50 – Change in special education information– 99 – Change in student enrollment record

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• Percent Enrolled• (3 digits - 100)

• For students whose attendance and membership are reported in terms of days, this is the percent of the school day the student is scheduled to be in attendance.– Full day = 100– Half day = 50

• For students whose attendance and membership are reported in terms of hours, use 999. Make sure you also convert the membership and attendance into hours.– When percent enrolled changes a new enrollment

record is required.

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• Membership Days• (4 digits - 0175)

– number of school days the student is scheduled to be in school as compared to the number of instructional days

• Full year would equal the total number of instructional days on your A file.

– can be reported in terms of days or hours– part time students can be reported in

terms of days with a percent enrolled of less than 100

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Special Education Data Fields

• Special Education Evaluation Status

• Primary Disability

• Special Education Instructional Setting

• Special Education Service Hours

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• Special Education Evaluation Status• (1 digit – 1)

– 1 – Student does not require evaluation– 2 – Student was evaluated, did not require service or

was evaluated but parent refused services– 3 – Student was evaluated and requires special

education services but is not currently participating in a special education program

– 4 – Student was evaluated and is receiving special education services under a current IEP/IIIP/IFSP

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– 5 – Students were evaluated and determined to be eligible and in need of services but parents refused services

– 6 – Students were evaluated and required special education services and are receiving services through an IIIP and from one other public agency for example

• County Social Services• County Public Health Services

– 7 – Students’ IEP/IIIP/IFSP was terminated during this school year

– 8 – Student Receiving Early Intervening Services

– A change in special education evaluation status causes a new enrollment record to be created.

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• 00-No IEP/IFSP/IIIP• 01-Speech/Language Impaired• 02-Developmental Cognitive Disabilities: Mild -

Moderate• 03-Developmental Cognitive Disabilities: Sever-

Profound

Primary Disability (2 digits - 01)

•Primary Disability must be reported for students who have a Special Education Evaluation Status of 4 or 6.

•The following disabilities are valid:

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Primary Disability Con’t

• 04-Physically Impaired• 05-Deaf – Hard of Hearing• 06-Visually Impaired• 07-Specific Learning Disabilities• 08-Emotional/Behavioral Disorders (EBD)• 09-Deaf – Blind• 10-Other Health Disabilities• 11-Autism Spectrum Disorder• 12-Developmental Delay• 14-Traumatic Brain Injury Disabled• 16-Severely Multiply Impaired

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• Special Ed Instructional Setting– (2 digits - 01)– Used in federal civil rights reports and for federal special education

reports such as the Child Count.• Instructional setting must be included when the special

education evaluation status equals 4 or 6.• There are three sets of codes

– school Age Ages 6-21– ages 3 to 5– birth through Age 2

– A change in Special Ed Instructional Setting causes a new enrollment record to be created.

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• Special Ed Instructional Setting School Age 6-21– 01 – Outside of regular class room < 21% of school day– 02 – Resource room between 21% and 60% of school day– 03 – Separate classroom more than 60% of school day– 04 – Public separate day school facility greater than 50% of

school day– 05 – Private separate day school facility greater than 50% of

school day– 06 – Public residential facility greater than 50% of school day– 07 – Private residential facility greater than 50% of school

day– 08 – Homebound/Hospital placement

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• Special Ed Instructional Setting Age 3-5

– 31 - Regular EC program at least 80% of time– 32 - Regular EC program 40-79% of time– 33 - Regular EC program less than 40% of time– 41 - Separate Class– 42 - Separate School– 43 - Residential Facility– 44 - Service Provider Location– 45 - Home

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• Special Ed Instructional Setting Age birth – two:

– 11 - Designed for children with development delays– 12 - Designed for typically developing children– 13 - Home– 14 - Hospital (inpatient)– 15 - Resident Facility– 16 - Service provider location– 17 - Other setting

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• Special Education Service Hours– (5 digits 02345 implied decimal)

• Hours would be regular special education service hours which may be different than membership hours. This should include direct and indirect services

• Report for selected Special Education Students:– HK– sites that are multidisciplinary teaching model– sites that have inclusive programs– students in grade 10-12 participating in transition disabled

program– cooperative teaching model– project based

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• Special education case managers will need to work with the MARSS coordinator to ensure the data for special education is accurate according to the student’s IEP, IFSP or IIIP. This would include:– federal instructional setting– primary disability– district of residence– special education services hours on those

students that qualify.

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• Limited English Proficient• (1 character – Y or N)

– Y = qualifies for LEP services– N = does not require LEP/ESL/ELP services– http://education.state.mn.us/mdeprod/groups/EnglishL

ang/documents/Manual/002115.pdf

• LEP Begin Date• (8 digits – 20070904)

– The date the student started receiving LEP services during the current enrollment record.

– This does not cause a new enrollment record.

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• Race/Ethnicity Fields• (1 character - 1)

• Self-identification– 1 = American Indian or Alaskan Native– 2 = Asian or Pacific Islander– 3 = Hispanic– 4 = Black, not of Hispanic Origin– 5 = White, not of Hispanic Origin

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• New Race/Ethnicity Categories• First Question:

– Are you Hispanic/Latino• Y or N

• Indicate which race(s) you consider yourself:

• American Indian or Alaska Native– Y or N

• Asian– Y or N

• Black or African American– Y or N

• Native Hawaiian or Other Pacific Islander– Y or N

• White– Y or N

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• Transportation Category• (2 digits -05)

• This is reported by the enrolling district, not necessarily the district providing transportation services.– 00 - Walker– 01 - Regular– 02 - Excess– 03 - Disabled– 04 - Desegregation– 05 - Ineligible– 06 - Special Transportation

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• Transporting District Number– (4 digits – 0001)

• This would be the district that provides the student’s transportation.

• Transporting District Type– (2 digits – 01)

• Only valid Transporting District Type are:– 01– 02– 03– 07

When transporting district changes a new enrollment must be created.

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• Economic Indicator• (2 digits - 00)

• Valid codes are:– 00 - not eligible– 01 - eligible for reduced– 02 - eligible for free

• To claim a student for free or reduced price meal on the fall file:

• An eligible, signed Application for Educational Benefits for the current year must be on file by December 15 or

• Student must be on the direct certification list.

• To be included in the compensatory revenue counts, the student must be enrolled on October 1 and have an economic indicator of 1 or 2.

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Child Count Criteria

• Child must meet all three criteria to be included in the count:– Have a valid IEP/IFSP/IIIP that is less than

one year old as of December 1.– Have a current evaluation or re-evaluation

that is less than three years old as of December 1.

– Be receiving special education and related services on December 1.

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Child Count Criteria

• For MARSS reporting purposes the students must:– have a special education evaluation status

equal to 4 or 6,– have a valid primary disability,– have a valid instructional setting, – be enrolled on or before December 1, and– have a withdrawal date on or after

December 1

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AVERAGE DAILY MEMBERSHIP

• Average Daily Membership (ADM) represents the portion of the school year that the student was enrolled.

• ADM = membership days/instructional days

• Basis for most of districts state aid

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ADM

• The only students who will generate 1.0 ADM are those who: – attend on the first day of the school year

and – stay enrolled until the last day of the school

year and– are enrolled full-time all year and– enroll nowhere else during the year.

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Pupil Units

• These are applied to the ADM• Also referred to as WADM

– 1.250 prekindergarten disabled– 0.612 kindergarten, no IEP, half and full day

programs– 1.115 grades 1 through 3– 1.060 grades 4 through 6– 1.300 grades 7 through 12

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ADM Reports

• Locally produced using MARSS WES program– District ADM Report– Nonresident Report– Individual Student’s Report

• State produced– District/School ADM Report– Low ADM Report– ADM Adjustment Report

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Report Documentation

http://education.state.mn.us/content/074715.pdf

• District/School ADM Report

• ADM Adjustment Report

http://education.state.mn.us/content/028856.pdf

• ADM projections

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Importance of Reporting Complete And Accurate Data

• funding and assessment has required more sophistication on how to link systems

• no longer can afford to work in isolation of each other

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Steps your district can take to ensure accurate and complete data

Communication between systems and people must occur to ensure accurate and complete data

Student Accounting

Business Office

Program Staff

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Steps your district can take to ensure accurate and complete data– all areas—business and program need to be

involved– administration needs to ensure there are proper

resources—staff, time for all key staff to review data, equipment, software

– administration needs to identify who is accountable – review the local reports prior to submission and

statewide reports immediately following the statewide edit.

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• Become familiar with the submission deadlines and uses of the data submitted at that time. – MARSS– ADM/LEP Projections– Special Education EDRS– Special Education Tuition Billing

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Steps your district can take to ensure accurate and complete data• Make sure your data is submitted with as

few errors as possible:– MARSS

Example: Special Education Service Hours

– Special Education EDRS—lines in errorrefer to the document, “Tips on Correct EDRS

Reporting” that is posted on the MDE website

– ADM/LEP Projections—review projections frequently

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• Be familiar with primary MDE communication sources– MARSS Memo– Mass emails via the MARSS Web Edit

System (WES)– Special Education List Serve for special

education funding – Business Managers List Serve

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MARSS-Impact of Incomplete or Inaccurate Data

• Failure to report accurate graduate counts impacts a district’s graduation rate that is included in the school’s Report Card.

• Leaving students on your rolls until they exceed the 15 consecutive day absence requirement may result in a school not meeting AYP attendance requirements.

• Submitting incomplete enrollment records may result in a district not meeting AYP requirements.

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Contacts

• MARSS– Marilynn Loehr at 651-582-8592– [email protected]

• ADM, LEP and Compensatory– Sharon Peck at 651-582-8811– [email protected]

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Contacts

• ADM/LEP Projections– Jeanne Krile at 651-582-8637– [email protected]

• Federal Child Count Reports– Michelle Jones at 651-582-8577– [email protected]

• Tuition Billing– George Holt at 651-582-8889– [email protected]

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WEB SITES

• DEPARTMENT HOME PAGE– www.education.state.mn.us

• MARSS HOME PAGE– http://education.state.mn.us/mde/Accountability_Pr

ograms/Program_Finance/MARSS_Student_Accounting/index.html

• MN FUNDING REPORTS (MFR)– http://app.education.state.mn.us/MFRSyste

m/index.do

• STUDENT ID REPOSITORY– https://

app.education.state.mn.us/StudentSearch/index.do

marss 101 minnesota automated reporting student system

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