1. CTE Reports Training
6/9/2016

2. Overview
The CTE reports contain the details of the data used to fund vocational programs. The CTE reports break down the data by Staff, Course and Student. In this session, learn what data is used for each report. Excel functionality will be used to make your reports easier to work with.
The CTE reports from the data collector contains data about a student in a CTE Course section. Course information and Staff information help tie the records together into a program. The data originates from SIS data from all student information systems and is typically a part of every day transactions such as enrolling students, updating student demographics, adding courses to the master schedule, assigning a licensed teacher to each course section and maintaining the proper values in the course catalog. These daily updates evolve into the data that gets sent to the data collector and processed to create the reports.

3. Outline
Common Excel functions to help you with your report troubleshooting
Common Terms in CTE Reporting
Additional Resources
Data used in CTE reporting
Explanation of the CTE reports
While we are explaining the CTE reports and the data that makes up each report, we will use some common excel functions to help you with your report troubleshooting.
Common Terms – in order to understand the data that makes up a record on the report, it is helpful to understand some of the common terms used on the reports as well as in some of the error explanations. The common terms section will provide brief explanations of some of these terms and add clarity for the novice user.
The Additional Resources section provides some information on documents and reports available on ODE’s website to assist you with resolving errors and to simulate funding reports.
Data used in CTE Reporting - For each report, we will examine the data that makes up each report, where in SIS the data originates and what EMIS record each element is reported as.
Explanation of the reports – we will review each report and the data included in each report.

4. Using Excel with your CTE Reports
Excel can be a powerful tool to assist you in working through your report errors and making corrections
Reformatting data, highlighting specific areas and other modifications improve readability
Reports opened directly from the data collector contain special characters that must be removed before the files can be opened in Excel
Use Notepad to open your CSV files from the data collector and replace special characters with spaces
Use excel to reorganize, and enhance the data to assist in error resolution. In addition to formatting and highlighting, Conditional formatting can easily be applied to reports to provide visual indicators on whether the student/course will be fully funded, partially or not at all.
Using conditional formatting can also make a report easier for other consumers to see what the funding status is for each record. When you’re dealing with a large report such as the detail reports, filtering the data can assist you in working with smaller chunks of similar issues.
The more familiar you are with Excel, the more you will be able to do with the data provided in the reports.

5. Common Excel Functions you need to know
Conditional Formatting
Enhance the formatting of your reports to identify specific scenarios and conditions
Increase readability
Highlight cells based on predefined conditions
Apply formulas to columns to do comparisons
Apply Filters to Columns
Enables you to filter out only those records with error conditions for easier concentration
Data Sorting
Multi-column sorts help you to arrange your data for maximum use
Simple excel functions can improve readability of your report. Some of the reports contain hundreds of rows making the report a little more difficult and daunting to work through. Using Conditional formatting allows you to highlight troublesome values on your report in specific columns to point out errors that should be addressed.
For example, if you were working with all of the records that had the value of ‘*2* in the Error Details Report column, use the Sort function to sort the records by the Error Detail Report column.
If you wanted to work on all of the ‘CS0003’ errors, use Filters to filter out all error codes but ‘CS0003’, work through all of those course errors and then select new options in the filter to move on to the next set of errors.
It may be easier to work on all errors for a specific course section. Use Data sorting to sort the detail report by the Local Classroom Code. This will group all records for a course section together. Additional subtotaling may be added to give record counts of the number of records for each course section.
Additional formatting may be performed by using formulas to apply conditional formatting. This is a little more complex but can give you an excellent visual of the status of the records on your report.

6. Preparing your Report Apply Filters to Columns
Enables you to filter out only those records with error conditions for easier concentration
Expand and Bold Column headers
Gives you a complete view of the column contents
Here are some examples of how common Excel functions may be helpful.
Before working through the issues on your report, apply filters to narrow down the number of rows displayed on the report so that you can work with ‘like’ groups at the same time.
The CTE detail reports have quite a few columns. Use the Hide function to temporarily hide columns such as RPTING LEA to save some space on your screen while working with the report.
Bolding and freezing the header rows of your report will keep the top row visible regardless of how far down you scroll on your report

7. Preparing your Reports
Use Conditional Formatting to highlight specific values to get a better view of the data you need to examine
In this example, we are highlighting any ‘Actual FTE’ value = 0 in Red
Any Actual FTE value = 0 means no funding!!
Use Conditional formatting to highlight column values on your report that need to be investigated. For example, an Actual FTE value of 0 needs to be investigated – especially if the Potential FTE value is not zero. By adding the formatting to the column values, this will point out those records with zero values. If you highlight and sort by Local Classroom Code, you can determine if the issue is for an individual student in the class or all students. If the issue affects all students, then it could possibly be an issue with how the course is coded or a potential licensure issue for the staff member.
. If you’re working with a specific Local Classroom Code, use Conditional formatting to highlight any record with the Local Classroom Code value you’re working with.

8. Preparing your Report
If you’re a visual person, there are additional ways to format your report to give an ‘at-a-glance’ view of whether your Potential and Actual FTE Values Match Using Conditional formatting and formulas, we can apply Up and Down arrow icons, Red/Green Stoplight values or other icons to a value calculated by comparing the Potential FTE and Actual FTE from the CTE FTE report
The following steps will walk you through how to apply conditional formatting using Icons to point out troublesome values in the data. We will use a formula to determine the condition and when the condition is met, the appropriate Red/Green Stoplight Icons will be displayed to show you a comparison between the Potential FTE and the Actual FTE value for each record. There are other icons to choose from when using this type of formatting. Choose the set that best fits the data you are comparing. This type of formatting can be used to create reports to send to department heads that may be in charge of making corrections in the SIS data before resubmitting or to provide a status of program funding.
All the CTE reports can be enhanced with conditional formatting.

9. Applying Conditional Formatting using a Formula
Open the CTE FTE Error Detail Report for editing
1. In Column J, place your cursor at the top of the row to highlight the entire row
2. Select Insert and Insert a new column so that we have a blank column beside the Actual FTE column. We cannot put data into a column that already has data in it so we’re adding a blank column
We will be using the IF function to compare our columns. The logic behind the IF function is this:
if a condition is met, then do one thing, if the condition is not met, then do another. IF functions can be “nested,” meaning that instead of returning a result if the condition is not met, Excel will compare the data to a second condition. Excel allows up to 64 nested IF functions.
The syntax for a nested IF function is this:
=IF(condition1, value_if_true, IF(condition2, value_if_true, value_if_false))
Take the following steps to apply conditional formatting.
Open a CTE FTE Detail report for editing in Excel. If you’ve never opened a report in Excel, save the file from the data collector as a CSV file. You will then need to import it into Excel selecting a delimiter of ‘,’ during the import process.
Once you have the file opened, Sort the data in Local Classroom Code as your first sort.
In Column J of the report, you will need to insert a new blank column to be used as a placeholder for our comparison value. In our formula, we are going to compare the value of Actual FTE versus Potential FTE and we will use our Icons to point out records where the values are not equal between the columns. On the CTE FTE Detail report, we will use column J because it is after the FTE columns. Highlight the column and insert a new blank column. When using this type of formatting, we cannot insert data into a column that already has data in it so it is necessary to add the blank column first.
The formula we will use is called a nested IF function. It is called Nested because we have multiple conditions specified within the same ‘IF’ statement. This is necessary to compare the two column values.

10. Applying Conditional Formatting using a Formula
Setting up the Formula:
We will construct our IF function to return number values. The values will then be used to apply conditional formatting. We can’t put a function in a cell that contains data without overwriting the data. Therefore, we will need to work in a third column
Place your cursor in cell J2. In cell J2, type the nested IF function:
Here is our formula:
=IF(I2=H2, 2, IF(I2<H2, 0,1))
If (I2(Actual FTE) = H2(Potential FTE), then put a value of 2 in the column
If (I2(Actual FTE) < H2(Potential FTE), then put a value of 0 in the column
In the second row of column J (the first row is reserved for headers), we will construct our formula which will return a number value in column J. The number will then be used to determine which icon is displayed in column J for each row.
Place your cursor in J2 and type in the formula listed her in the slide. In this formula, we’re comparing the value of Actual FTE in column I to the value of Potential FTE in column H. If the values are equal, the formula will put a value of 2 in column J.
If the value in column I (Actual FTE) is less than the value in column H (Potential FTE), the value of ‘0’ will appear in column J.
The next step is to copy the formula from cell J2 to all other cells in column J.

11. Applying Conditional Formatting using a Formula
At this point, you should see a 0 or a 2 in column J
Copy the formula in cell J2 and paste it to the rest of the rows in column J (Make sure you use the special paste option to paste a formula to the rest of the rows in J)
Next we want to apply additional conditional formatting to display an icon set for the values in Column J to show whether the values are good or bad (meaning potential loss of funding). The icons we will use are
If the value in column J is a zero, the will be displayed in the cell
If the value in column J is a 2, the will be displayed in the cell
(We aren’t defining a value for the Yellow middle icon at this point)
To remove the number values from displaying in the column, Edit the rule and Check the box beside “Show Icons Only”
Next we want to copy formula to all cells in column J. Copy the formula in the Cell. To paste the formula to all the J cells, you need to make sure to use the special Paste Option to paste your formula to the rest of the rows. This paste option will paste the formula but it will also use the row values for the row it was pasted into. Each row will have the formula unique to its row number.
Once pasted, the value of zero or 2 should appear in all rows of column J.
The next step will apply display the appropriate Icon in the column depending on the calculated value. Select the Red/Yellow/Green stop light Icon set. Select Conditional formatting from the Command bar again and select Icon Sets. Choose the Icons. When choosing the icon set, there will be a checkbox available to “Show Icons Only”. Make sure the checkbox is checked. This will cause only the icons to display in the column instead of the number value calculated by the formula.
This type of formatting may be applied to any of the CTE reports.

12. Preparing your Reports
The End Result….
The end result of our formatting is the red and green values in Column J. Add a column heading to indicate what the values are for.
Now filter the report so that only the Red icons display and this will be your list of records to work on to correct issues causing the class/student not to be fully funded.

13. Quick Check
Use conditional formatting to highlight specific values to show where losses of funding may be occurring
Use filters to sort out only those records that have potential issues
What elements on the CTE FTE report could you use to do comparisons or conditional formatting?
What example can you give for using a filter?
Make a copy of your report and try out the different functions under conditional formatting. Think about ways this function can assist you in your error correction process.

14. Task
Open your CTE FTE report and apply a filter to the Actual FTE column selecting only records where the column value = 0
On the CTE FTE report, set up conditional formatting to highlight values in a column that are equal to one specific value (i.e., FTE Fund Pattern = RGJV)
Take a few moments to open your CTE FTE Report and walk through the steps to apply conditional formatting to your report. Choose other icon sets to see the results.
Use conditional formatting to select values in a column and change them to a different column if the value matches your selected value.

15. CTE Terminology Terms Helpful when reviewing your reports Concentrator
Correlated Records
Scheduled Hours of Instruction
Subject Codes
Program of Study
Curriculum Codes
Location IRN
Calendar
Academic Disadvantagement
Articulation
Course Mapping
Refer to the Ohio Career Tech Terminology Dictionary on ODE’s CTE Website
If you are new to CTE and working with the CTE reports, it is important that you understand some of the terminology used to describe the data elements of the report and how they relate back to your Source SIS System. Most SIS systems used in Ohio provide mechanisms for getting the data from SIS to the EMIS Data collector to produce the reports. The values in SIS may not be labeled the same as what they are referred to on the reports. Part of understanding the reports is to understand the data, what it’s called and how these elements are used in the data checks. If you are unsure of some of the terms used for data both on your reports and on the CTE Error Details Explanation document, then refer to the CTE Terminology Dictionary on ODE’s website for a complete list of terms used in the CTE process.

16. Participant vs Concentrators
What is a concentrator:
Career Tech student who has completed half of career-tech Workforce Development Program and has enrolled in the next course of the same career-tech Program
Why is being a concentrator important:
CTE Concentrators are used in the calculation of performance indicators for the CTE Report Card
What is a participant:
A secondary student who has earned credit in one (1) or more courses in any career and technical education (CTE) Workforce Development Program and must earn high school credit in that course
Throughout the school year, it is important to make sure CTE students are coded as concentrators if they’ve completed half of a career tech workforce development program and has also enrolled in the next course of the same program. Concentrators are the only students used in the calculations for the performance indicators on the CTE report card so it is important to make sure students are reported correctly as soon as they become a concentrator. Concentrator status is also used when creating the files for students taking the Webxam assessments. If you’re not sure if a student is a concentrator, there are additional guidelines on ODE’s CTE Website for additional criteria for concentrators.

17. CTE-26
Application for Preliminary Approval to the Ohio Department of Education for a Career Technical Program/Workforce Development Program in Ohio CTE Secondary Education
Controls what programs are approved for each CTE
EMIS data is submitted to match the programs on the CTE-26, elements match – program is funded
Complete application when
A new program is started
Building has changed for a program
Significant changes to a program
Five-year program approval has expired
Who should complete the CTE-26?
The person who best understands the curriculum
Usually an administrator/teacher team
The CTE-26 is the preliminary work that gets done to get a program approved before it can even be offered. The CTE-26 is very detailed in that it provides the courses by subject code and course type as well as the number of hours each course will meet. Once approved, districts will submit EMIS data to match the programs they’ve already had approved.

18. ODE approves the CTE-26 before the courses are reported in EMIS.
Courses reported in EMIS need to match up to the CTE-26 for the program to be approved.
This is the old format CTE-26 but the new format is similar and contains the same information. The form contains the information about the program and what courses will be taught as part of the program. When the JVS offers the program, they must offer the courses they’ve indicated on their CTE26. This information is what ODE checks your data against to determine if you’re reporting the correct courses for your program.

19. Course/Course Master Data
Hours of Instruction
Calculation:
Length of a teacher’s scheduled CTE instruction time is not to exceed 1,080 hours. Use this formula to calculate scheduled course hours:
[(Number of instructional minutes per class per day) X (Number of days class scheduled to meet)]/60 minutes
Example: a course section meets all year long from 8:00 AM to 9:44 AM. This equals 104 minutes in length. Multiple the number of minutes of daily class time by the number of days the class meets. Divide the total by 60 minutes to determine the number of Hours the course section meets
104 Minutes X 180 Day/60 Minutes = 312 Hours of scheduled Instruction
Let’s examine some of the other elements from SIS that are important in the data that you will be collecting for CTE reporting.
The length of scheduled instruction is typically stored on the course records in the course catalog. This value indicates how many hours of instruction a typical student would receive in the course section if he attended all days of the class. The number of hours of instruction must meet the required number in order for the course section to be funded.
If the Length of Instruction exceeds the 1080 hours of instruction, the record will be flagged with the error code SF0004 indicating the course will not be funded.
The CTE FTE Detail report also calculates the number of hours of instruction each student has received in any given course section.

20. Location IRN & Disadvantagement
Location IRN – indicates the location the course is being taught. This will appear in the ‘Location and FTE Details” column on the CTE FTE Report. Satellite courses should have a location IRN of a building in the district where the course is taught
Academic Disadvantagement – Academic or Economic
If SUBJECT CODE = , student must be Disadvantaged <> ‘*’ or Disability Code <> ‘**’ for duration of their enrollment in the course
The Location IRN will appear for each record on the report indicating the location the course is taught. If the course is a JVS Satellite course, the IRN may be an IRN outside the district. The location IRN in SIS is typically associated with the course or course section. Before transferring data from SIS to the data collector, make sure satellite courses have the correct Location IRN specified. In calendar matching for some students, the location IRN of the course section may be used to identify where the student’s calendar is if a calendar at the JVS is not reported for a student.
Some programs require students to have either a disadvantagement status of Economic or Academically disadvantaged OR have a disability condition not equal to ‘**’ in order to be funded in a particular program. If your SIS has a report you can use to verify the Disadvantaged value or Disability Conditions assigned to students, verify this data in SIS Prior to sending data to the data collector. If an error is received indicating a student is missing one of these values, make the corrections in SIS and resubmit your data.
Most SIS software systems have utilities to extract data such as a list of students with disability conditions or their disadvantagement status. Use this list as a comparison to determine if all students are getting reported with the correct value.

21. CTE Correlated Class Record
Required for some CTE programs to form a relationship between a CTE Anchor (Curriculum Element options VN, VC, VP or VT) and its
Associated technical related class (Curriculum Element V3) for career field workforce development programs
Associated technical related class and/or academic class(es) (Curriculum Element V3) for Career Based Intervention, and
Instructional support time (Curriculum Element option V3) for grads
One or more correlated Class (CV) records may be used for a career- technical anchor class. Classes are tried together by Local Classroom Code
See section 4.5 Career-Technical Education Correlated Class (CV) Records of the EMIS Manual
Correlated records are required only for certain programs. In some cases, multiple correlated records are required. In this scenario, the Anchor/lab/Co-op local classroom code would be repeated and different options would be added for the First and Second correlated records.
An example of an error that would be received if a course was missing a correlated record is CS0003 from the CTEA-002 Course Report.
CTE related/correlated classes (curriculum code V3) must be correlated to a CTE ANCHOR class (curriculum code VN, VC, VT, VP). The local classroom code of the CTE related/correlated class must be correlated to the local classroom code of the associated CTE ANCHOR class through the CTE Correlated Class Record (CV). If outside these criteria, course is not CTE fundable.
Correlated Records:
To form a career-technical program, the Career-Technical Education Correlated Class Record is used to indicate the relationship between a career-technical anchor (Curriculum Element options VN, VC or VT) and its
Associated technical related class ( Curriculum Element option V3) for career field workforce development programs,
Associated technical related class and/or academic class(es) (Curriculum Element option V3) for Career Based Intervention, and
Instructional support time (Curriculum Element option V3) for GRADS.
One or more Correlated Class Records may be used for a career-technical anchor class. This file is comprised of local classroom codes.
All co-op classes (Curriculum Element option VC) MUST be correlated with a technical related class (Curriculum Element option V3).
All subject codes in the following Career Fields could be used as Anchor/Lab/Co-op subject codes (Curriculum Element options VN, VC, VP or VT) for the correlated class record:
Career Field 05: Education & Training Subject Codes
Career Field 06: Engineering & Science Technologies Subject Codes
Career Field 07: Finance Subject Codes
Career Field 08: Government and Public Administration Subject Codes
Career Field 10: Hospitality & Tourism Subject Codes
Career Field 11: Human Services Subject Codes
Career Field 12: Information Technology Subject Codes
Career Field 15: Marketing Subject Codes
Vocational Job Training Coordinating (990371)
Career Based Intervention (CBI) (252525)
Refer to the EMIS manual for additional information regarding correlated records.

22. Curriculum Codes
Code
Description
SC0003
From the CTEA-001 report Error code SC0003 – For all courses with Curriculum Code <> VM, only fund students Grade Level > or = to Grade 07
SC0013
For all courses with CURRICULUM CODE = VM, only fund student’s in GRADE LEVEL in (07, 08, 09). If outside these criteria, student’s course is not CTE fundable
Curriculum Codes – used to indicate the type of curriculum for each course
VA – designates a class as a HS academic VB – Applied Academic Advanced Placement VC – CTE Cooperative Program Anchor VN – CBI Only Non-cooperative based anchor VO – Not specifically covered by another CTE option VP – Tech Prep Anchor VT – CTE Tech Prep Non-cooperative based anchor V3 – Career Tec Related/Correlated V9 – CTE Contract Program VN – CBI Anchor
New for FY16:
CP – Career Tech College Credit Plus
The Curriculum code is required on every course reported. On the right are examples of some of the error conditions that could occur if the proper curriculum code isn’t reported. You can also consult your CTE-26 to determine the type of curriculum code that should be used to report each specific program.
The error codes to the right are examples of errors that could occur for specific curriculum codes. If you receive these errors, make sure the correct Curriculum code is associated with the course in your Source SIS Data. If the curriculum code is correct, check the Grade level of the students in the course section to make sure they are being reported with the correct grade level or reported in the correct course section. Student Course data (GN) is typically found in the student schedule in your SIS. Check the attributes of the record in the course catalog to ensure the course is coded correctly.
The code CP for Career Tech College Credit Plus was just added this year. This code is to be used for courses where the instruction is delivered at the district with an instructor provided by the college or with a district’s own instructor teaching the CCP class.
If the college credit plus course is being taught at the JVSD, the career tech course should continue to generate funding. For all courses, the curriculum code needs to be switched to PS. But for those courses that are taught at a K12 facility, the delivery method should be changed to CP. What will happen in funding, if the courses are CCP with CP for DM, they will get included for funding as if they had a V curriculum code. Same thing will happen on the Accountability side as well.

23. CTE Subject Codes
CTE Subject Codes must be used to report the courses. Refer to the EMIS manual for a list of subject codes to be used
Additional reporting rules apply to specific subject codes
Code – students must be disadvantaged or have a disability condition to participate in the class
Codes 25XXXX – CBI – students must be 8th grade or higher to be funded
Codes , , – students in these classes who are not in grade 07 or 08, student’s course will not be funded
If student enrolled in SUBJECT CODE = and CURRICULUM CODE in (VA,VB), must also be enrolled in a CTE Business and Administrative Services (14%), Finance (14%), Information Technology (14%) or Marketing (04%) Workforce Development Anchor class where CURRICULUM CODE in (VT, VP), exceptions; the VT or VP course cannot be subject codes , , , , ,141000,142000, , If outside these criteria, student’s course is not CTE fundable
These are just some of the conditions where specific subject codes must be reported as well as the curriculum values that must be reported for each course. If not, the record will result in a fatal error.
For FY17, there will be additional subject codes for Industry Credential Senior Only courses.

24. Mapping Records Mapped Records
The mapping record allows a district to map (combine) the students from one course section taught by a teacher to another course section taught by the same teacher. Mapping records ‘merge’ the two classes to look like a single class
When Mapped, the ‘To’ course in the mapping record no longer exists as a separate course record
Mapped CTE records must have the same values in these elements:
Subject Code (CN050)
Employee ID (CU070)
Curriculum (CN310)
Delivery Method (CN320)
Educational Option (CN330)
Both courses also must have the same teacher(s) reported on the Staff Course Record
Only Courses with a Semester Code of ‘1’, ‘2’, or ‘3’ are eligible to be included in the mapping process
Mapping CTE Courses means combining (merging) students from one or more classes to look like a single class. The students that are reported in the “Mapped from” will be moved to the “Mapped To” and for EMIS reporting, the Mapped From will no longer exist as a reported course. CTE Workforce development courses and Career Based Intervention courses may be mapped. Family and Consumer Science courses (Subject codes 09XXXX) CANNOT be mapped. CTE Courses can be mapped when
- Different students are scheduled for the same subject at the same time with the same teacher)
When an all year course is reported as two semester courses. Two semester courses can be mapped together to become an all year course.
When student’s schedules differ for an all year cooperative program anchor course when students have different work schedules during the day.
Tips on Mapping CTE Courses
Use a Local Classroom Code (LCC) in the Mapped From Classroom Code (CM050) field only one time.
A LCC may be used multiple times in the Mapped To Classroom Code (CM060) field.
DO NOT use the same LCC in both the Mapped From Classroom Code field and Mapped To Classroom Code field. This may cause the course to disappear. 

25. Calendar
The student’s Calendar is used to determine hours of enrollment
If ODE finds a match in the JVS for a student’s attendance pattern to a calendar, the JVS calendar is used
If a calendar exists at the building level that matches that attendance pattern, the building calendar is used
If no calendar matches at the building level, the district level is checked for a match
If no calendar matches at the JVS at the district level, ODE will use the location IRN on the course to look for the student in that location. If a match is found, the calendar from the course location will be used to determine enrollment hours
The student’s calendar will be used to calculate the hours the student was enrolled. It is important to know what calendar the student is linked to. The IRN associated with the calendar information indicates the building the calendar is assigned to. This could be a building within a JVS or a Home school building if the student is a satellite student.
Calendar Data from the CTE FTE Report

26. Quick Check
Why is it important to make sure all concentrators are reported?
What is the significance of the CTE-26?
What parts of the course master record are used to designate that a course is a CTE Course?
Where can you find the curriculum codes associated with courses in your SIS?
Understanding CTE terminology is important in working with the CTE Error reports.

27. Task
Navigate to ODE’s Website and search for the CTE Career Technical Dictionary
Log into your SIS and look for the curriculum code values for courses. If your SIS contains a report option, run a report for all courses and select to include Subject Code, Curriculum Code and other CTE related elements. Check them to make sure your courses are coded correctly
Save the CTE Career Technical Dictionary as a favorite in your browser for future reference.
If your SIS contains a report you can use to help you verify that courses are coded with the correct subject codes and curriculum values, create the report and check it over making sure all courses are coded correctly.

28. Additional Resources

29. What you need to know CTE Financial Reports available at:
The FY2016 Career Technical Education Program Matrix has been designed to provide school districts with information needed for designing programs, submitting program approval applications and for EMIS data
Program-Matrix-FINAL xlsx.aspx
CTE Financial Reports available at:
The CTE Program Matrix will help determine the correct coding to use for each of the programs. Each program may have different coding restrictions so it is important to make sure the coding is correct for the type of program you’re running.
Encourage users to pin these links to their favorites so that they can find them quickly when needed.

30. What you need to know
Financial Reports available from ODE’s CTE Finance Website
District Payment Reports
Excel Format
District Settlements
Also on ODE’s website, there are some other valuable links. Under the FY2016 District Payment reports, there is an option to download your payment information in Excel so that you can sort and filter the report to meet your needs.
When requesting the District payment reports, you can choose the Payment period you wish to see the information for. Select the specific district and then choose the payment reports you wish to download. When you’ve made all your selections, click the Process button. See the next slide for an example of the downloaded information.

31. Quick Check What resource are available on ODE’s CTE Website?
What part do calendars play in determining a student’s enrollment in a CTE program?

32. What you need to know Task
Navigate to ODE’s CTE webpage and view the resources available

33. Data used in CTE reporting

34. What data is used in CTE reporting?
Student
Staff
Student Course
Course
What data is used in CTE reporting?
There are four main areas for data for the L collection. Student demographic data gets reported in period S but is used to determine enrollment, disability conditions, disadvantagement, concentrator status and calendar information for each student. Staff data is used first to determine the teacher of record for each course section. In addition, each teacher is checked to determine if they are properly certified to teach the courses they are reported for. The course information describes each course, the subject code, type of curriculum, hours of instruction, etc that better classifies the course. Student course records are reported to designate the student’s enrollment in each course section. They are also used to determine if a student has earned HS credit towards graduation upon completion of each course. Lets break down each section and talk about the individual elements that are used from each of these areas for the CTE reports.

35. Student Data EMIS Record Type Element FD Grade Level FS FTE Calendar*
How Received/Sent To Information
Disadvantagement – Economic, Academic, Both FN
CTE Program of Concentration
Enrollment Start and/or End Dates
Disability
SSID
Attending building IRN
Enrollment Start and End Dates
* It is important to know which calendar is being used to determine student enrollment
Student data comes from the GI, GK, FS, FD and FN records. The student’s grade level is used to determine the grade the student is currently enrolled in. The FTE is used in conjunction with the How Received and sent to information to determine the circumstances the student is attending the JVS or district as (I.e. Open enrolled, etc). This is important when looking at your funding reports as Open enrolled students are categorized separately from other students attending.
Disadvantagement status is required for some programs but is import that it is reported correctly for all students.
The CTE Program of Concentration reported on the FN record indicates the area of concentration for the student. It is important that students are updated as a concentrator as soon as they become one.
Enrollment Start and end dates on the FS records indicate the period of time a student is enrolled in the district. In addition, the student’ attendance pattern (which ties the student to a calendar) is used to calculate the number of hours a student is enrolled in the district. This is used for funding.
The student’s disability condition is important not only for funding, but because some programs require that students who are participating have a disability condition other than **
The SSID for the student is another critical piece. While ODE doesn’t get the names associated with the SSID, the SSID is used to tie the student back to their resident district. Checks are performed to make sure that all districts providing instruction to the student doesn’t equal more than 100% of the hours available.
The School IRN on the FS Record determines the building the student is attending in the reporting district

36. Staff Data EMIS Record Type Element CI/CU Credential ID
Certification/HQT CN
Hours Of Instruction
The staff data not only ties the teacher to the course section but it is also used to determine if a teacher has the proper certification to teach the course section he/she is being reported for.
The Credential ID reported for each course section is checked against ODE’s Licensure database to determine if a teacher has the proper certs to teach the course section. Use ODE’s Certification and Licensure Search tools to determine if a teacher has the proper credentials to teach a course.

37. Course/Course Master Data
EMIS Record Type
Element CN
Course ID/Name
Hours of Instruction
Subject Code
Curriculum Code
Delivery Method
Education Option
Location IRN
Semester Code CV
Correlated Records CM
Mapping Records
The elements of the course master data are the elements that indicate what course is being taught, the delivery method for the course, the curriculum code and the location of the course section.
For satellite courses, the JVS would still report the course since they are employing the teacher, however, the location IRN will be the location of the course which would be the actual Satellite Location.
Mapping and Correlated records are not reported for every course master record. Refer to the EMIS manual to determine the rules for when to report these types of records.
ON each course section, make sure the Semester code correctly indicates the length of the course (all year, 1st sem, 2nd sem, etc) for the course.
Your student software may determine this automatically for you. When creating mapping records, there are specific rules that must be observed to map courses together and the semester code plays a part in these rules.

38. Student Course Data EMIS Record Type Element GN
Local Classroom Code – uniquely identifies the course and ties the student in the class to the course master record. The Local classroom codes is typically constructed by your SIS Software. Check with your SIS support if you’re not sure what data is used to construct the local classroom code
Course Section Enrollment Start & Stop Dates – used to determine which students were enrolled in a CTE Course during the school year for purposes of calculating CTE FTE’s. This data is derived from a student’s schedule in SIS and when the student started or stopped the course section
High School Credit earned – for each approved CTE Workforce Development course, this element is used in conjunction with the Course Enrollment start and end dates to derive which students are CTE participants
This element is used in the calculation of the CTE indicator of performance “Completion of Course Awarding CCP Credit”
The district that operates the CTE Course and employs the teacher reports the student course record (GN).
Each course section is represented by a Local Classroom code. This code ties the student and the teacher to the course section. The code should be unique for district/course/section.
Student course enrollment dates are determined from the start and stop dates for the course from the student’s schedule in SIS. When a student enrolls late into a class or leaves the class before the course section ends, the enrollment dates will be used to calculate the number of hours the student was in the class receiving instruction.
The High School Credit earned value is determined when the student successfully completes the course section. Upon completion, High school credit is awarded and reported on the GN records.

39. Data used in CTE Reporting - Review
Additional rules apply to the data being reported
For some programs, certain percentages of students must have a disadvantagement or disability condition
Correlated Records are not required for all programs
Mapping Records may only be used when the course sections are taught by the same teacher, have the same EMIS Subject Code, or be taught in the same course term. Mapping works in combining the two classes together into one
The same “From Course Section” can be only be used in one mapping record
The same “To Course Section” may be used in multiple records
Refer to the CTE EMIS Manual for guidance on coding CTE Programs

40. Quick Check What are the guidelines for a mapped record?
How is teacher certification/licensure confirmed?
Why is it important that student schedules are kept up to date for all grade levels in SIS?
There are many factors in coding a program correctly to be properly funded.
If a teacher doesn’t have the proper certification, the program will not be approved even if everything is coded correctly.
The student schedules are the source for the GN records for students in each course section. As students drop or re-enter classes, the start and stop dates are important for EMIS to determine the number of hours the student was actually enrolled in the course section.

41. Task
In the data collector, open the file for your GN records and sort the records by Local Classroom Code to get an idea of how many records exist for each course section
Review your mapping records to make sure no record is mapping a course section to itself
Review your correlated records that are being reported to make sure they follow the guidelines in the EMIS manual

42. CTE Reports

43. CTE Reports
CTEA CTE FTE Detail report – report includes the career tech FTE generated by career tech course per student enrollment. If the potential and actual FTE values are different, then refer to the error detail column as it displays what error report to check to find which error result code was triggered. For example, *2* refers to the CTEA-002 report for the error code triggered for the student
CTEA CTE Error Student Detail – a detail listing of student course errors thrown at the student level. the details of that enrollment and if any error conditions exist. This report differs from other reports in that student names are included
CTEA CTE Course Error Detail – a subset of the detail report, provides a listing of errors that occur at the course level and are causing courses to not be funded
CTEA CTE FTE Summary by Course – a subset of the detail report, provides a listing of the course and their funding by FTE Fund Pattern
CTEA CTE FTE Summary by Category – summarizes the results based on FTE Fund Pattern, CTE Fund Category. For each category, the Course Potential FTE and Course Actual FTE are shown
The CTE FTE Detail report and the CTE Course Error Detail reports provide detailed data and any errors that are causing a course or student in a course not to count towards funding of the course.
The FTE Summary by Course provides a listing of courses being reported and how they are being funded based on the FTE Fund Pattern.
The CTE FTE Summary be Category summarizes the data even more to provide summaries by FTE Fund Pattern and CTE Fund Category and the amount of funded FTE is being reported for each category.
The CTE FTE Student Detail report provides a listing by student name and Local EMIS ID so that you can reference back to your SIS making error resolution a little easier. The listing provides an error code if an error exists for the student in the course.

44. CTE Reports in the Data Collector
Reports Found in Staff/Course (L) Collections. Click on link to Level 2 Validations on Collection Requests Tab
This is a view of how the reports will appear in the data collector. The current view is from FY15. FY16 reports have not been released yet. The Info and Total columns indicate the number of records provided in each of the reports. Click on the link for each file to download the file and save it. Choose CSV for the download type and check the box to indicate you want Separate files for each report.

45. CTE FTE Detail Report
Ultimate goal is to match actual FTE to potential FTE
FY16 Funding will be based on actual FTE
As errors are cleaned up throughout the year/collection, districts will see increases in their funding
Provides detailed information on each student’s enrollment in a CTE Course
Each line of the report represents a student’s enrollment in a course section. For each student, the start and end dates are provided to indicate both the student’s enrollment and the course section start and end dates. If the student’s error indicated the student was enrolled in the course section less than the required amount of time, check the enrollment dates to make sure they are being reported correctly. If the student completed the course section, the Potential and Actual FTE amounts should be equal. If not, then check the Local and FTE Details to ensure the location is correct and the student was enrolled for the correct number of days being calculated.

46. CTEA-000 Detail Report
This is an example of the CTE FTE Detail Report. IN the next set of slides, we will break down the report column by column.

47. CTE FTE Report Breakdown
RPTING LEA IRN
IRN of the reporting district
RESULT Code
Refer to ODE’s CTE Error Detail Results chart for an explanation of each error code
Error codes starting with ‘SC’ are Student Errors and errors will also be included on the CTE Student Error Detail Report
Errors starting with ‘CS’ are Course Errors and errors will also be included on the CTE Course Error Detail Report
Error Details Report
Code which refers to the specific report that triggered the error condition. For example, *2* refers to the CTEA-002 CTE Course Error Detail Report. A value of *** indicates there is no error
LOCAL CLASSRM CODE
Indicates the local classroom code of the course.
SSID
The SSID of the student represented in the record
FTE START END DT
The start and end date of the Enrollment for the student.
Values are similar to those used on the FTE Funding detail report. Some of the codes can be found in the FTE Detail report explanation.

48. CTE FTE Report Breakdown, continued
Potential FTE
The total amount of funding possible for the student in the course section
Actual FTE
The amount of funding being granted based on coding
If Actual doesn’t equal Potential, you need to investigate
CTE Fund Category
Category based on the career field
Subject
The EMIS Subject code and title for the course
Curriculum Code
The Curriculum code reported for the Local Classroom Code
FTE Fund Pattern
Funding pattern code based on the FS/FD coding for the student. Refer to the Appendix 2 of the FTE Detail Report Explanation Document. The fund pattern code is assigned to each line based on How Received, Organization Type and other factors
Location and FTE Details
Based on the data reported for the student in the course section. The record includes the location IRN where the course is taught as well as the number of days the student was enrolled out of the number possible for the course and the hours of instruction received by the student. This value is also based on the calendar the student is assigned to
Funding Category refers to the CTE category for funding. These are based on career fields:
1 – Agricultural and environmental systems, construction technologies, engineering & Science technologies, finance, health science, information technology, manufacturing technologies
2 – Business and Administration , Hospitality & Tourism, human services, law & public safety, transportation systems, arts and communications
3 – Career Based Intervention
4 – Education and Training, Marketing, workforce development academics, public administration, career development
5 – Family and Consumer Sciences (which includes students enrolled in GRADS)
FTE Fund Pattern
The main ones I’m seeing on my sample reports are:
RGJV – these are regular/other district AND regular JVS students. This is the broadest category and covers resident students and other situations such as:
- Foster Placement
- Following District Employee
- Senior Year
- Students with ‘CE’ sent to Reason
- Most JVS students that are not reported by the JVS as open enrolled or contract vocational.
OPDD – Reported by a JVSD as Open Enrolled coming to the JVS from a district that is not the resident district or the resident district is not in the JVS Jointure.

49. CTE FTE Report Breakdown, Continued
RPT RUN Date and Data SCR
1/18/ Course:2015L2FNL(Sub 2) - Stu:2015S3TRD(Sub 20,FSDate 7/1/2014) - Cal:2015CFINL(IRN )
1/18/2016 – Date of the prepare
Course: 2015L2FNL – The Fiscal Year and collection window the data was prepared in. IN this example, we’re looking at the final window for 2015 for Collection Request L
Stu:2015S3TRD – Student Collection 2015S Third Collection Request
FSDate 7/1/2014 – the FS record used to calculate student enrollment hours
IRN – the IRN of the Reporting Entity
Cal:2015L2FINL – The calendar the student enrollment is based on
The RPT Run date and SCR collection indicates the date the report was created.
The Course information indicates which collection request the data was reported in. In this example, the course information is from the 2015 L2 Final submission.
For the student information, the values indicate this data was collected in the Third ‘S’ collection window.
The student’s calendar assignment is also designated in the data string to indicate which calendar was used to calculate enrollment hours for the student.

50. CTE Course Error Detail
The CTE Course Error Detail report is a subset of the CTE FTE Detail report containing those errors that pertain to Course sections
The CTE Course Error Detail report is a subset of the FTE Detail Report.
In this example, the result Code CS0001 indicates that the subject code for this course requires a specific curriculum code value. If it doesn’t have the correct curriculum code value, the course will not be funded. Check the FY16 Program Matrix for Details on the proper coding for this course.

51. CTE FTE Summary by Category
The CTE FTE Summary by Category report summarizes the FTE Detail report based on the combination of FTE Fund Pattern and CTE Fund Category
If the Course Potential FTE and Course Actual FTE values do not match, refer to the CTE Course Error Detail report to determine the issues and the corrective action that needs to follow
Funding Category refers to the CTE category for funding. These are based on career fields:
1 – Agricultural and environmental systems, construction technologies, engineering & Science technologies, finance, health science, information technology, manufacturing technologies
2 – Business and Administration , Hospitality & Tourism, human services, law & public safety, transportation systems, arts and communications
3 – Career Based Intervention
4 – Education and Training, Marketing, workforce development academics, public administration, career development
5 – Family and Consumer Sciences (which includes students enrolled in GRADS)
If you totaled the Potential FTE and Actual FTE columns from the detail report, the values should equal the same as the summary report.

52. CTE FTE Summary by Course
The CTE FTE Summary by Course report summarizes the information from the CTE Course Error Detail report
If there are issues between the Potential FTE and Actual FTE, refer to the Course Error Detail Report to determine the corrections that need to be made to ensure full funding
The CTE FTE Summary report breaks down each course (designated by Local Classroom Code) and summarized the actual and funded FTE for each group. Courses may be duplicated on the report depending on the FTE Fund Pattern Code (RGJV, OPDD, etc). You will see separate totals for all records for the course section/FTE Fund pattern combination.

53. CTE Student Error Detail
The Student Error Detail report shows the errors generated at the student level course level resulting in reduced or no funding for the student’s CTE Course. For all records:
Check the Error code in the Result Code Column and refer to the CTE Error Detail report for an explanation of the error code and the severity
Correct any errors in your SIS data and resubmit your data to the data collector
Make sure the run date of the report is based on your most recent data submission
The CTE Student Error Detail report may be easier to work with than the other CTE Reports as it contains student names and doesn’t require you to look up the student’s name by SSID.

54. CTE Error Detail Reports
You can access a list of CTE Error codes and explanations from ODE’s CTE Website. This listing contains the error codes, explanation and corresponding corrective actions for each code
This listing is a must-have to begin the process of correcting your errors. This document describes each error and what is causing the issue. As you make corrections on a course or student course record, make sure to check all other values at the same time to ensure no other errors will occur.

55. Class Rosters
It may be helpful to run a set of class rosters from your SIS and add them to tab 2 of the detail report so that you can have the data and refer to it within Excel rather than looking each class up in your SIS. Most SIS packages provide the ability to download a class list file and import it into Excel
Use this list to double check enrollment counts in each class to make sure that all students in the class are being reported
Use the tools and reports available in your SIS to download class lists and student lists including SSID’s to reference when working through your reports – especially for the reports that don’t contain student names. Use the SIS Roster listing to determine whether or not students are missing from your EMIS reporting.

56. Task
Review the CTE Error Report Details document for a list of error conditions that would course a program to not be funded
Check your reports to see what errors you have that could result in a loss of funding
Print out a copy of the CTE Error Report details document and keep it close by to use as a reference when working through your reports.

57. Quick Check
You have error SC0003 for a course containing 7th grade students and the course is not being funded. Why not?
You received a CS0001 error on a course. What values should you check?
It is import that you not only become familiar with your data and how CTE Coding relates to your courses but also with the conditions that cause errors. The CTE Error Detail Report Error Listing is a valuable tool to assist you in correcting any problems on your report.
Check the CTE Error Detail report for complete descriptions of each of the errors described above.
Use the two bullet items to challenge your participants on using the detail error document to become familiar with the errors and what they mean.

58. Reflection
Refer to the CTE Error Report Details document for a complete list of error codes, what they mean and corrective action
When errors are corrected, resubmit your collection in a timely manner to avoid a loss of funding
Ensure that all data related to the CTE Report card is accurate and complete
It is important that you correct your data as quickly as possible and resubmit so that you can take advantage of every opportunity to submit corrected data. If you have questions on how to correct any errors, please contact your ITC EMIS Support Team

59. Questions?