1. LAP End-of-Year Reporting
Hello. This presentation will walk through the LAP end-of-year reporting process and requirements.
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2. Agenda Data Reporting Requirements & Submission Process
Student Information Systems (SIS) Reporting
CEDARS Submissions
Reporting Data in the LAP application
Resources & Contacts
My name is Kristi Coe from the Learning Assistance Program.
During this presentation I will highlight data reporting requirements and the submission process,
what data gets submitted through the district’s student information system,
CEDARS submissions,
how to verify and report data within the LAP application,
and resources for reporting as well as contact information.
Some of the information presented today will be more important for CEDARS users, while other information will be more important to those reporting program data.
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3. Data Reporting Requirements & Submission Process
Let’s begin with an overview of the data reporting requirements and an explanation of the data submission process.
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4. LAP Data Reporting Requirements
There are three primary parts of LAP reporting: X
The first part is Program enrollment—what students are served in what programs and when they are served. Information for LAP English language arts, math, behavior, academic readiness, graduation assistance, and Readiness to Learn, or RTL, programs should be included.
This information is reported in CEDARS File I – Student Attributes and Programs.
2. The second part is Assessment & Academic Growth—This is the supplemental assessment and intervention data reported at the student level for students enrolled in LAP ELA, Math, Academic Readiness, and Behavior. This information is reported in CEDARS File Q – Student Growth. Please note, student growth data is NOT reported for RTL and graduation assistance programs.
Both Program Enrollment and Assessment & Academic Growth data is reported in districts’ Student Information Systems or SIS. It is not entered directly into CEDARS or the LAP application. The data is sent to CEDARS from your SIS.
3. The third part is LAP Allowable Services—this is additional data about LAP funded activities (such as Professional Learning or Family Engagement). This data is reported directly into the LAP application.

5. Reporting Process
Data is input into District’s Student Information System
District/Vendor Create CEDARS Extract
CEDARS Submission (16 Files)
(aligned to CEDARS Manual)
Submission is sent to OSPI via Secure File Transfer Protocol (SFTP)
Submission is Processed & Uploaded into CEDARS Database
LAP Data is populated into the LAP application in EDS & reporting is finished in the LAP application.
CEDARS data submission is a 5 step process: X
First, data is inputted by school and district staff into the district’s SIS. A couple SISs used in the state of WA include Skyward and Power School as well as others. Please note, OSPI cannot assist with the use of a district’s SIS.
2. The SIS or the district will create an extract that will pull the appropriate data in the appropriate format from the SIS.
3. The extracted data will be formatted into 16 files that are aligned to the specifications listed in the CEDARS Manual.
4. The 16 files are then sent to OSPI via a Secure File Transfer Protocol (SFTP).
5. The submission is then processed and validated, and uploaded into the CEDARS database.
Finally, LAP data is populated into the LAP application in EDS. District and school level staff will also complete LAP allowable services reporting directly in the LAP application.
For simplicity’s sake, I like to think of this process as three main steps: Enter data into the district’s SIS, submit the data to CEDARS, the data populates into the LAP application, and staff can finish up reporting within the LAP application itself.
That gives you a high level overview of the data reporting requirements and process.
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6. Student Information System (SIS) Reporting
Now I will talk specifically about what reporting is done through the district SIS. Data entered into the district SIS and submitted successfully to CEDARS will populate the LAP end-of-year report Student List tab.
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7. Reporting Process – SIS
Data is input into District’s Student Information System
District/Vendor Create CEDARS Extract
CEDARS Submission (16 Files)
(aligned to CEDARS Manual)
Submission is sent to OSPI via Secure File Transfer Protocol (SFTP)
Submission is Processed & Uploaded into CEDARS Database
LAP Data is populated into the LAP application in EDS & reporting is finished in the LAP application. X
Here’s where we are in the reporting process. Entering data into your SIS.
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8. LAP Data Reporting RequirementsX
Program enrollment elements
as well as assessment and academic growth elements are entered into the district’s SIS.

9. CEDARS Comprehensive Education Data and Research System
CEDARS is a data system managed by OSPI to collect, store, and report data related to students, courses, and teachers in order to meet state and federal reporting requirements.
The student information is entered into the SIS which is then submitted to CEDARS.
If you are new to CEDARS, CEDARS stands for the Comprehensive Education Data and Research System. CEDARS is a longitudinal data system managed by OSPI to collect, store, and report data related to students, courses, and teachers in order to meet state and federal reporting requirements. It also helps educators and policy makers make data-driven decisions.
To complete the LAP end-of-year report, you may need to reference:
The CEDARS Data Manual for : File B - the District Student, File C – the School Student, File I – the Student Attributes and Programs and File Q – the Student Growth,
You may also need to reference the Appendices for : Specifically Appendix J – Student Growth Assessments, and
Student Attributes and Programs File I – in Appendix F.
You can access these resources at the address on your screen, or type the word CEDARS into the search box on the OSPI homepage and click on Data Manuals and Appendices. The three documents mentioned are the first ones listed on this slide.
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10. CEDARS Submission Location File (A) District Student File (B)
School Student File (C)
Course Catalog File (D)
Student Schedule File (E)
Staff File (F)
Staff Schedule File (G)
Student Grade History File (H)
Student Programs File (I)
Student Limited English Proficiency File (J)
Student Special Education Programs File (K)
Ethnicity File (L)
Race File (M)
Student Absence File (N)
Student Discipline File (P)
Student Growth File (Q)
This file contains the record(s) for each served student’s enrollment occurrences in the district during the current school year.
This file consists of a record(s) for student enrollment data associated with each entry and exit for every school that served the student within the current school year.
This file contains information for students participating in/receiving services from specific programs.
This file captures information regarding the amount of academic growth gained by students participating in the LAP.
When the student data from the district SIS is submitted to CEDARS, sixteen 16 files are sent. Each file is made up of data elements pertaining to students, staff, courses and locations. LAP enrollment data is drawn from elements from four CEDARS files: X
District Student File (B) contains records about who is enrolled in what districts.
School Student File (C) contains records about who is enrolled in what schools.
Student Programs File (I) contains information about what students were served in special programs.
Lastly, Student Growth File (Q) captures information regarding the amount of academic growth gained by students participating in LAP.
As a side note, this file also collects growth data for students participating in the Washington Reading Corps program.
All students should have records in Files B & C because these are the school and district enrollment files. All LAP-served students should have one or more records in File I as this is the program enrollment file, and all students receiving LAP English Language Arts, Math, Academic Readiness, and Behavior services should have one or more records in File Q.
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11. Student Attributes & Programs File (I)
I01. School Year
I02. Serving County District Code
I03. District Student ID
I04. SSID
I05. Location ID
I06. Attribute or Program Code
I07. Start Date
I08. Exit Date
I09. Exit Reason Code
Location & Matching Elements
Program
Program Enrollment Information
Program Code & Start Date will also be reported in File (Q) if the student is reported in:
37 – LAP English Language Arts
6 – LAP Math
7 – LAP Academic Readiness
38 – LAP Behavior
File (I) Student Attributes and Programs consists of 9 elements: X
Elements I01 through I05 are elements used to identify the location of student enrollment and are used to match student records across CEDARS files.
Element I06 Attribute or Program Code identifies the special programs that the student was served in.
And elements I07 through I09 provide details on the time frame that the student was enrolled in the program.
Elements I06 and I07 will also be reported in File Q if the student was served in LAP English Language Arts, LAP Math, LAP Academic Readiness, or LAP Behavior.
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12. Identification Assessment
Validation:
Assessment type must match program type (e.g., STAR Math = LAP Math; STAR Math LAP ELA)
I will now walk through a few of the elements reported in File (Q) that have validations. A complete list of the elements reported in File (Q), as well as the information I’m about to share can be found in the CEDARS Manual.
Please note that at the bottom of each slide, I have included an example excel document to provide a visual of the appropriate file structure.
The eighth element is Identification Assessment.
Report the assessment identified as the measure that most heavily influenced identification of student eligibility for LAP services.
This element is a required field when submitting File (Q) as students should not be enrolled in LAP without first being identified using a valid and reliable assessment. The assessment type must match the program type. For example, STAR math could be reported as the identification assessment for a student receiving LAP math services, but would not be a valid assessment for a student receiving LAP ELA services.
The valid values range from 1 to 54. If the assessment used by your district is NOT on this list, please contact us and let us know, and we will have it added as an allowable field in a future update.
Please note if you are a Skyward district, we have heard from a couple of districts so far who are not able to see the “other” option in the drop down box for identification or progress monitoring assessments. Other is still a valid code and can be typed in using code 54.

13. Amount of Academic Growth
Trigger Variable: Academic Growth is a conditional field when submitting File Q. If a value is provided for Element Q09, data is required for all remaining elements.
The ninth element is Amount of Academic Growth.
The description for this element is:
Districts are required to report to OSPI the amount of academic growth gained by students participating in LAP. Determine a formula for converting assessment data to months of growth and be consistent in applying that formula to every student. 10 months of growth is equivalent to one academic year. Months of growth should reflect growth during the LAP enrollment period only (i.e., if a student is enrolled in LAP for less than 10 months, reported growth should not reflect the student's growth for the full academic year—only the time served in LAP). Growth should be based on the progress monitoring assessments. On the LAP Data & Reporting webpage, we have recommended conversions for a our more popular assessments. Please contact your own assessment vendor and request a suggested conversion. If they have one, please forward along to us.
In File (Q), this element is considered a trigger variable, meaning that Academic Growth is a Conditional field when submitting File (Q). If a value is provided for Element Q09, data will be required in other File Q data elements, those that are assessment and intervention fields. This means that if data is submitted for this element, amount of academic growth, other Conditional elements will become required for a student record in the LAP application to become complete.
The valid values range from -1 to 27.

14. Progress Monitoring Assessment
Validation:
Assessment type must match program type (e.g., STAR Math = LAP Math; STAR Math LAP ELA)
The tenth element is Progress Monitoring Assessment.
The description for this element is:
The assessment that is used to monitor student progress. A pre-test and post-test score should be available. (This may or may not be the same assessment used in identification of eligibility). The assessment type must match the program type. For example, a STAR math progress monitoring assessment cannot be entered for an ELA service.
This element is an conditional field when submitting File (Q). If a value is provided in element Q09 Amount of Academic Growth, data is required for this field.
The valid values range from 1 to 54. Again, if the assessment used by your district is NOT on this list, please contact us and let us know, and we will have it added as an allowable field in a future update.

15. Date of End Score Validation:
Must be after Q12 (Date of Beginning Score)
The fourteenth element is Date of End Score.
The description for this element is:
This is the date that the final progress monitoring assessment was given.
This element is a conditional field when submitting File (Q). If the value reported in element Q09 Amount of Academic Growth is a valid value between -1 and 21, data is required for this field.
This element is not required if the value reported in Q09 is one of the Not Applicable codes, valid values
The date should be formatted as MM/DD/YYYY.
The date entered must be a date that is after the date of beginning score.
One of the most common data entry errors during last year’s reporting, were transposed numbers in beginning or ending year dates.

16. Extended Learning Time Intervention
Validation:
At least one intervention must be identified between Q15 & Q16 for a student to be served in LAP.
The fifteenth element is Extended Learning Time Intervention. Extended Learning Time Interventions are interventions provided outside of the regular school day.
The description for this element is:
Extended day learning occurs outside the required basic education allotted time period and can include before-school hours, after-school hours, on Saturdays, and during the summer. For students who receive multiple extended learning time interventions, please select the primary intervention.
This element is a conditional field when submitting File (Q). If a value is provided in element Q09 Amount of Academic Growth, data is required for this field.

17. Tutoring Intervention
Validation:
At least one intervention must be identified between Q15 & Q16 for a student to be served in LAP.
The sixteenth element is Tutoring Intervention. Tutoring interventions are for interventions provided during the regular school day.
The description for this element is:
Tutoring includes any interaction with a trained adult or peer using an intervention program or practice that addresses students’ unique academic needs during the regular school day. Tutoring may be implemented through a pull-out or push-in model. Tutoring may serve students one-on-one, in small groups, or in a classroom setting. For students who receive multiple tutoring interventions, please select the primary intervention. For services outside of the regular school day, please select from the Extended Learning Time options on the previous slide.
This element is a conditional field when submitting File (Q). If a value is provided in element Q09 Amount of Academic Growth, data is required for this field.
If the student record has the amount of academic growth data, either extended learning time and/or tutoring intervention must be selected to complete the record. You cannot leave these empty or select no for both. The student record will have an error.

18. Student Met Learning Goal (read as: Student at Grade Level Standard)
The seventeenth element is Student Met Learning Goal. A student has met their learning goal only if they are now at grade level.
The description for this element is:
Based on assessment(s) and/or progress monitoring, it was determined that the student no longer needed supplemental education services to meet standard in the general education classroom. The student is eligible to exit LAP (but does not necessarily need to be exited from CEDARS).
This element is a conditional field when submitting File (Q). If the value reported in element Q09 Amount of Academic Growth is a valid value between -1 and 21, data is required for this field.
This element is not required if the value reported in Q09 is one of the Not Applicable codes, valid values
The valid values for this element are Y for Yes and N for No.

19. File Q Reporting Validations
Q11 – Beginning Score
Q12 – Beginning Score Date
Q13 – End Score
Q14 – End Score Date
Q17 – Student Met Learning Goal
File wide validations. If Not Applicable is reported for amount of academic growth, districts are not required to report beginning score, date of beginning score, end score, date of end score, or student met learning goal.
This completes the portion of the webinar about what data is reported through a district’s Student Information System.

20. CEDARS Submissions
Once student level data has been entered into the district’s SIS, the data is submitted to CEDARS.
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21. Reporting Process - CEDARS
Data is input into District’s Student Information System
District/Vendor Create CEDARS Extract
CEDARS Submission (16 Files)
(aligned to CEDARS Manual)
Submission is sent to OSPI via Secure File Transfer Protocol (SFTP)
Submission is Processed & Uploaded into CEDARS Database
LAP Data is populated into the LAP application in EDS & reporting is finished in the LAP application. X
Here’s where we are in the process. Step 2. Once you’ve entered data into your SIS, the submission is processed and validated, and uploaded into the CEDARS database.
It will be important to work with your CEDARS District Administrator to identify and correct potential errors in the data.
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22. Gaining Access to CEDARS
Contact your District Data Security Manager (DDSM) for access.
Full descriptions of each role and the access it gives a user can be found in the EDS User Role Matrix found here:
User Roles that give access to the application:
CEDARS District Administrator
CEDARS District User
CEDARS Report Viewer
CEDARS School Administrator
If you need access to CEDARS, you will need to contact your District Data Security Manager (DDSM) to have the appropriate role assigned to your EDS account.
For a list of available CEDARS roles and what they give access to, see the EDS User Role Matrix found on the OSPI website. In the search box type EDS and click on the EDS link.
The roles listed on this slide give access to one or both of the CEDARS tabs we will be discussing. If you are unable to have a CEDARS role assigned to your account, contact your CEDARS District Administrator for assistance with your CEDARS data. They are listed in the LAP application on the Home tab.
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23. Students tab
Once in CEDARS, to view a student’s LAP data, click on the Students tab. Here you can search for a student by SSID, name, etc.

24. Students Tab
After selecting the student you want to review, you will be taken to the Student’s record in CEDARS. To view LAP data, click on Attributes and Programs.
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25. Attributes and Programs
This page shows the Attributes and Programs a student is currently reported with.
LAP Student Growth falls under Student Programs. The initial view shows you the data submitted in CEDARS File I: Student Programs which includes School, Program, Start Date, and Exit Date. Then there is a column for Student Growth Data.
If you have submitted Student Growth Data in CEDARS File Q, you will see a plus button under Student Growth Data. To view the data, click the Plus (+) button.
Doing this will show the identification, Progress Monitoring, Entrance Score, Entrance Score Date, Exit Score, Exit Score Date, Extended Learning Time, Tutoring, and whether the student Met Learning Goal.
Again, these are all elements submitted through File Q.
Once student data has been completed and submitted through CEDARS, it will populate into the LAP application.
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26. Reporting Data in the LAP application
Once data has been entered into the SIS and submitted to CEDARS, data reporting can be verified and finished in the LAP application in EDS.
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27. LAP Data Reporting Requirements
Program enrollment and assessment & academic growth data will populate into the LAP application under the Student tab and then Student List tab. That’s all of the student-level information we just covered. This information will need to be verified that it is correct in the LAP application. X
In addition, LAP allowable services will need to be completed in the LAP application itself.

28. Reporting Process – LAP Application
Data is input into District’s Student Information System
District/Vendor Create CEDARS Extract
CEDARS Submission (16 Files)
(aligned to CEDARS Manual)
Submission is sent to OSPI via Secure File Transfer Protocol (SFTP)
Submission is Processed & Uploaded into CEDARS Database
LAP Data is populated into the LAP application in EDS & reporting is finished in the LAP application. X
Here’s where we are in the process. Step 3: The student-level data is populated into the LAP application in EDS under the student list tab and you are ready to complete the LAP allowable services tabs.
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29. Accessing the LAP Application in EDS
 Log on to EDS (Education Data System).
To access the LAP end of year report, log on to EDS.
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30. Accessing the LAP Application in EDS
Select ‘Learning Assistance
Program’
If the application is not appearing on your application list, you will need to contact your District Security Manager.
When you contact your District
Security Manager, you will ask
for the ‘LAP User Role’.
Select the Learning Assistance Program
If the application is not appearing on your application list, contact your district data security manager to gain access.
Ask them for the LAP user role. You will need to specify if you need it for the entire district or just for one or more schools.
As a reminder, OSPI does not grant access to applications.
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31. Home Tab
This is the home tab you will see when you access the LAP application as a District user.
If you have access at a school, you will not see the Fund Distribution tab.
From here you can see all of the tabs along the top within the application. The tab that is gold is the tab you are working in.
There is a list of CEDARS District Administrators and their contact information in the first green box. Please check that these contacts are up to date as these are some of the people we contact when no one has been active in the end of year report for a while, when we have a question about what’s been reported in one of the tabs, or if the report is unfinished as we approach the July 1st due date.
As a side note, you will only see schools on the Home Tab who have successfully submitted student-level data from the SIS to CEDARS. If a school appears that did not receive LAP base or LAP high poverty funding, a student or students were coded as receiving LAP services at that school. You will need to correct this in your SIS. On the other hand, if a school is not yet appearing on this tab and did in fact provide LAP services, check the information entered in your SIS, to make sure students received the appropriate LAP CEDARS code.
From this tab you can also see the status of your entire report. Next to the district name you will see one of three things listed for completion status:
Not started means data has not been submitted from your SIS, to CEDARS.
In Progress means data has been submitted from your SIS to CEDARS.
Complete means all pages within the report has been verified and marked complete.
Below the completion status, in the green table, you can view the status of each page in the district collection and each page in the school collections by school.
Not started means different things for different pages. For pages that populate with data from CEDARS (for example, the Readiness to Learn tab), Not Started means no data has been submitted from your SIS, to CEDARS. For pages that do not populate with CEDARS data (for example, the Family Engagement page), Not Started means no one has entered data and Saved that specific page.
In Progress also means different things for different pages. For pages that populate with data from CEDARS, In Progress means data has been submitted from your SIS to CEDARS. For pages that do not populate with CEDARS data, In Progress means someone has entered data and Saved that specific page.
Complete means the page has been marked complete.
Not started will be listed for most tabs in all schools at first. Once data has been submitted from your SIS to CEDARS, the student list tab will show In Progress. When all student records have complete data and someone marks this tab complete, the status will change to complete. For all of the other tabs, the status will change based upon data entry done within the application. The status will likewise change from not started, to in progress, to complete. The column on the far right hand side of the screen will also list the date and name of the last person who modified a page (clicked the Save or Mark Complete button).
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32. Home Tab
When an entire school is complete, the corresponding school within the table will turn gold, as it is in the slide.
When the school collection for all schools are complete and the district collection has been completed, the two green tables will be gold.
At the bottom of the home tab, you will find contact information.
Contact Lisa Ireland for questions related to reporting procedures, application functionality and CEDARS.
Contact the LAP team for questions about LAP laws, implementation, and application functionality.
Contact Tony May for questions on the LAP Expenditures tab.
Contact Customer Support for technical questions or issues occurring in the application.
We will walk through the tabs within the application moving left to right. Using the tabs at the top of the screen, select the Students tab.
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33. Students Tab
The first tab within the Students tab, is the student list. This is all of the student level data from your SIS that was successfully submitted to CEDARS. No changes were made to the data collection in this tab this year. X
In bold lettering just above the green table, you will see the count of how many student records are complete. This means data was reported in all of the fields expected. In this example, 0 student records have complete information out of 49. As student records become complete, the count will change. This can also help you determine which student records have errors or are missing data points. Look for the green records.
When you see student records that are green like those shown here, information for these students remains incomplete. In this example, students are missing amount of growth, end scores, and dates of end scores.

34. Student List Tab When you see student records that are pink, X
this indicates the record is “Inactive in CEDARS.” You will also see a Y for Yes
in the Inactive in CEDARS column on the far left.
This means that LAP data for that student was previously reported successfully in CEDARS and now it is not. This can happen a few ways.
The student was reported in LAP services in error and the district/school corrected the record.
The student was reported in LAP successfully but now has a CEDARS error in the most recent CEDARS submission.
The student was reported in LAP successfully but was not reported in the most recent CEDARS submission.
If a student record is pink and should be included, work with your CEDARS District Administrator to find out why the student was removed.
Inactive in CEDARS records are not counted towards the Total Record count at the top of the list of students,
meaning you can close out your report with pink records remaining.

35. LAP Student List
Once all student records are complete and have turned gold, the data on this tab is complete. You can see in the bold text just above the table that 135 out of 135 student records are complete.
Once the data is verified, click the Mark Complete button to finalize this tab. Once you press the mark complete button, the completion status on the home page will show this tab is complete for this school.
To complete the student list tab, the person doing the data entry into the SIS, the CEDARS District Administrator, and the person working in the LAP application will all need to work together. In some cases this will be one person, in some cases this will be multiple people.

36. Troubleshooting
There are many reasons why a student may not show in the LAP application, or shows with incorrect information. The first place to check is how the student is being reported to CEDARS.
We have discussed how to view a student’s current data in CEDARS using the Students tab.
If a student’s data is correct in the Students tab in CEDARS but not in the LAP application, please contact OSPI Customer Support.
If the data is incorrect in the LAP application and the Students tab in CEDARS but correct in your SIS, the next place to check is the CEDARS Submission dashboard and submission exceptions. This can only be done by a CEDARS District Administrator.
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37. Submission Dashboard
For users who have access to the Submissions tab in CEDARS:
The Submission Dashboard will tell you when a submission was submitted to CEDARS and the status of the submission. The Date Submitted is self explanatory, it’s the date the submission was sent to CEDARS. The Submission Status is a little more complicated. “Submission submitted” means a file has been sent to CEDARS, but hasn’t yet loaded or processed into CEDARS. “Submission processed” means the file has been loaded or processed into the system. The data submitted is now in CEDARS, excluding records that are submission exceptions.
These two pieces of information are important because timing is everything. If someone in your district changed data in your SIS yesterday for a LAP-served student, but that data hasn’t been processed into CEDARS, the change won’t be made in the LAP application. This has been the answer to many questions of, why isn’t my data updated in the LAP application? It’s because the corrected data hasn’t loaded into the system yet.
The next thing you want to check are submission exceptions. If a student is not populating in the LAP application at all or is not displaying correctly, check to see if the student’s data is stuck in a submission exception.
Submission exceptions can stop a student from loading into CEDARS and therefore the LAP application.
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38. CEDARS File Error Hierarchy
CEDARS data and CEDARS submission exceptions are based on a File Hierarchy. Almost every CEDARS file is dependent on data from another file in order for us to accept it and understand it. For example, the records reported in Student Schedule File E are dependent on the records in Course Catalog File D. We cannot accept records in Student Schedule File E about students taking a course in Math 101 if the Course Catalog File D record for Math 101 has errors.
For LAP specifically, errors in the following CEDARS Files can all keep a student from loading into CEDARS, and therefor will not load into the LAP application:
Location (File A)
District Student (File B)
School Student (File C)
Student Programs (File I)
Student Ethnicity (File L)
Student Race (File M)
and LAP Student Growth (File Q).
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11/14/2018

39. Submission Exceptions
A submission exception is triggered when:
Data formats are incorrect,
When required data elements are missing,
Or when data reported does not align with the business rules outlined in the CEDARS Data Manual for each data element.
There are a few different ways to view submission exceptions. You can click the Download button and download all of your submission exceptions into an excel document. Each CEDARS file with their associated exceptions will display on it’s own tab. This is particularly helpful if you have many exceptions and you are solely looking for one student. You can search the entire document for one SSID and find every exception associated with that student.
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11/14/2018

40. Submission Exceptions
You can also view the exceptions in CEDARS. Click on the LAP Student Growth File you would like to view the exceptions for.
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11/14/2018

41. Submission Exceptions
The submission exceptions will then display down below the table, and how many records have those errors. You can view each submission exception individually or view all of the errors for LAP Student Growth.
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42. Submission Exceptions
Either option will take you to a new page to view the submission exceptions. You can also download the exceptions in excel, text or pdf format.
If you find a submission exception that is keeping the student from populating into the LAP application, the reason for the exception needs to be corrected in your SIS and a submission to CEDARS needs to be done. Once the submission loads into CEDARS, the changed data will then show in the Students tab in CEDARS and in the LAP application.
If you need help with a submission exception, we are here for you! Some are pretty technical and we can help understand what the message is really saying.
Please contact Lisa Ireland for CEDARS help during this process.
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43. Academic Growth & Progress Monitoring Tab
The second tab under the students tab in the LAP application is the academic growth and progress monitoring tab. The wording on the 6 narrative responses has been refined, but the intent of the questions remain the same. We updated the wording in an attempt to be more clear regarding the type of response needed.
Question #1 Describe how student data is used to identify students for LAP services and determine which services are appropriate. Narratives should describe the multiple measures buildings are using to identify students for LAP. Please include the screener, other assessments, and/or teacher recommendation used as identification.
Question #2 Describe how student data is used to monitor progress. How often is student progress reviewed? Narratives should include the progress monitoring tool used to progress monitor students receiving LAP services. Please describe how often the progress monitoring takes place (weekly, every other week, monthly) and how the progress monitoring data informs instructional decisions about student services.
Question #3 Describe the exit criteria used to determine students are ready to exit LAP services. Narratives should describe the process the school uses for exiting students from services and the intervals with which the exit criteria are reviewed.
Question #4 Describe the method used to convert assessment scores to months of growth. It is up to the district to convert assessment scores. OSPI does not make recommendations for converting scores to months of growth. X

44. Academic Growth & Progress Monitoring Tab
On the LAP Data Reporting Website under the Assessment and Academic Growth icon, X
you will find vendors that have developed recommended conversions to help districts convert assessment scores to academic growth. If you are using a vendor who is not listed here, please contact your assessment vendor and request a suggested conversion. If they have one, please forward along to us.
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45. Academic Growth & Progress Monitoring Tab
Question #5 Describe the process for reviewing implementation effectiveness of best practices of the LAP services provided. (e.g. How will fidelity be measured?) Narratives should describe how often staff are reviewing the effectiveness of the LAP services. In addition, describe how you know whether or not an intervention is working for a student and when a different or slightly modified intervention may be necessary or whether the intervention is being implemented as it was intended.
Question #6 As a result of the programmatic review, describe the modifications, adjustments and improvements that will be implemented to increase student outcomes during the next school year. Narratives should include the changes/improvements that will be made to the services for the upcoming year. What’s your plan?
At the bottom are two questions regarding whether or not you have a building wide behavior program in place such as PBIS.
The first question is: Do you have a building-wide systematic behavior program in place regardless of funding source? If you mark no, this is the last question. If you select yes, the final question appears.
The second question asks: Is your building-wide systematic behavior program partially or fully funded through LAP?
On this tab, information can be typed into each text box shown on the tab, or you can upload a Word document to answer the narrative questions. It is up to you to decide on the option that works best for you.
This page has a Save and Mark Complete button. Use the Save button if you start the page, but need to come back to finish it. Once all the data is filled in, click Mark Complete.

46. Graduation Assistance
The third tab under the students tab is graduation assistance. The collection of evidence and ELA specialist options were removed from this list. Graduation specialist was added.
Students who receive graduation assistance in grades 11 and 12, or transition services in grades 8 and 9 are coded with graduation assistance code 11 in the district’s SIS. The count for these students populates in the box here. X
Then you input the count of students who participated in which graduation assistance activities listed below. You cannot report on a number of students that is smaller than the count reported to CEDARS. In this example, 53 students were reported to CEDARS. So, at least 53 students will need to be accounted for in the activities cells. The reason I say at least is because in some cases a student participates in more than one activity, so their count may be duplicated.
The Total cells at the bottom of this page will help indicate when all students have been accounted for. The final step is to click the mark complete button.
This page has a Save and Mark Complete button. Use the Save button if you start the page, but need to come back to finish it. Once all the data is filled in, click Mark Complete.

47. Professional Learning
The next tab, is the services tab. Within the services tab are three additional tabs. The first is professional learning.
Complete this tab by school. The first question asks if any staff participated in LAP funded professional learning. Only mark this selection if the professional learning was funded with LAP funds. In the past, we have had schools report on all of the professional learning that was provided to staff. However, for this report we only want to know the professional learning that was provided to staff out of LAP funds. If no professional learning was provided with LAP funds, please select the second radio button and no further reporting is needed on this page. This tab will need to have one of the radio buttons at the top selected and the mark complete button selected to change the completion status on the home tab to complete.
If LAP did fund professional learning select the first radio button X
and then enter the staff count in the text box.
Select all of the check boxes in the green table below that correspond to the professional learning provided with LAP funds.
The changes made to this tab were adding text boxes for the general professional learning and the targeted professional learning options.
If general or targeted professional learning are selected, a description of the professional learning is required.

48. Professional Learning
Please report on the professional learning funded by LAP only. We would not expect to see an entire staff listed in the “how many professionals participated in the professional learning box.” Likewise, we would not expect to see all of the boxes checked, such as in this example.
This page has a Save and Mark Complete button. Use the Save button if you start the page, but need to come back to finish it. Once all the data is filled in, click Mark Complete.
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49. Family Engagement
The second tab under the Services Tab is Family Engagement. This is also filled out for each school. First, select whether or not any family engagement activities or services were funded by LAP. X
If LAP funds were not used for family engagement, select the second option and mark the complete button.
If family engagement services were provided using LAP funds, please select the first option and then select the check boxes that align with the services offered.
If Other is selected, please describe the family engagement activity in the text box provided. Fall and spring conferences are not an allowable use of LAP funds as these conferences are part of basic education.
This page has a Save and Mark Complete button. Use the Save button if you start the page, but need to come back to finish it. Once all the data is filled in, click Mark Complete.

50. Readiness to Learn
The third tab under the services tab is where districts will report on readiness to learn services. The only change is to the language at the top indicating that only the district’s LAP base allocation can be used for RTL. Up to 5% of a districts lap base allocation may be used for RTL. LAP high poverty funds cannot be used for readiness to learn services. Students who receive readiness to learn services will be coded using CEDARS readiness to learn code 39. Students given code 39, will populate into the first box on this tab. X
Please report whether the students received academic or non-academic services.
Then, select the check boxes that align with the intended outcome of the readiness to learn service.
In the text box, please list the name of the community partner or organization who provided the service.
If other is selected, text is required in the text box.
This page has a Save and Mark Complete button. Use the Save button if you start the page, but need to come back to finish it. Once all the data is filled in, click Mark Complete.

51. Readiness to Learn
If no students were reported to CEDARS in readiness to learn, you will see this page. Mark this page complete if this is accurate. If students received readiness to learn services, but no students are showing on this tab, correct the data in your SIS, submit the data to CEDARS, and once the new data loads, this page will appear as it did on the previous slide.
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52. LAP Base Allocation Expenditures
The Fund Distribution tab can only be accessed by District level users. Fund Distribution has two subtabs: LAP Base Allocation Expenditures and Title I, Part A.
These are the last two tabs required to finish reporting. The LAP Base Allocation Expenditures tab is the final tab that can only be marked complete when all other pages are marked complete, so I will come back to this tab in just a minute.
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53. Title I, Part A
The Title I, Part A tab only needs to be filled out with funding information if the district indicated on form package 218, in the fall of last year, that Title I, Part A funds were going to be used in place of LAP funds to meet the K-4 literacy focus.
If Title I, Part A funds were used to meet the K-4 literacy focus, select the first radio button indicating “yes”, fill out the expenditures and FTE sections, then mark this tab complete.
If Title I, Part A funds were not used to meet the K-4 literacy focus, select the second radio button indicating “no” and mark this tab complete.
This page has a Save and Mark Complete button. Use the Save button if you start the page, but need to come back to finish it. Once all the data is filled in, click Mark Complete.
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54. LAP Base Allocation Expenditures
Now we will go back to the LAP Base Allocation Expenditures tab. Districts will complete this tab on the LAP Base Allocation ONLY.
This tab can be filled in, but cannot be marked complete until all other tabs have been completed.
This page only allows you to enter data into certain cells depending on data you have reported to CEDARS and in other parts of the LAP application. Cells you may need will be grayed out and you will be unable to report expenditures in them until the corresponding tab is initiated. For example, the graduation assistance cell will only be available if students are reported in the graduation assistance program to CEDARS.
Likewise, if on the family engagement tab, “no LAP funds were used for family engagement” is selected, the family engagement cell will remain unavailable.
If you need to report expenditures in a cell that is unavailable, check the corresponding tab within the LAP application and check your data in CEDARS and your SIS to ensure the data was reported correctly.
You will NOT report a detailed expenditure list for school-based LAP high poverty funds. X
Instead, please complete the assurance section that was added to this tab for the school year, ensuring that districts allocated the high poverty based funds to the schools that generated them.
This is the final tab to mark complete. All other tabs in the LAP end-of-year report must be marked complete BEFORE this tab can be finalized.
Once all other tabs are marked complete, the LAP Base Allocation expenditures are complete, and the LAP high poverty based allocation assurance is complete, press the mark complete button to finish reporting.

55. Finishing the Report
Check that your report is complete by looking at the Home Tab. Your completion status should say complete and all tables will turn gold.

56. LAP Reporting Resources
There are a variety of resources available to you as you complete the LAP application located on the LAP Data Reporting Webpage.
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57. Resources - Enrollment
Go to the OSPI homepage at k12.wa.us. Type LAP Data Reporting into the search box. Select the blue Enrollment circular icon. X
Here you will find the link to the CEDARS Data Manual. This contains the data entry information regarding data entry codes and validations you need for entering data in the district Student Information System.
You will also find a step by step document for investigating the accuracy of LAP enrollment in CEDARS.
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58. Resources – Allowable Services
Next, click on the Allowable Services icon. X
Here you will find the LAP Data Gathering Workbook.
This is a good resource for schools to use throughout the year to know what data to collect.
One of the most useful resources for completing the end-of-year report is the LAP Guidance/User Guide.
This User Guide provides instructions for completing each tab on the LAP application.
The final resource I’d like to point out are the LAP Data Tips one-pagers.
These provide more detailed information on what services are allowable. And, they contain a snapshot of the information needed to fill out the end-of-year report.
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59. Resources – Allowable Services
You will also find a quick links box on the right hand side of the LAP Data Reporting webpage.
Most of the resources you just saw are located in this box. X
Here you will also find a quick list of the CEDARS codes needed for end-of-year reporting
And the data reporting requirements one-pager you saw throughout this presentation.

60. Questions? Lisa Ireland, Data Analyst (360) 725-6358
Customer Support
(360) /
LAP Office
(360)
Questions?
The LAP application opened on April 9th. The LAP application is due on or before July 1st. Due to the large amount of information provided to you today, we will send out tips about accessing the reports within the LAP application at a later date.
Please feel free to contact us with questions we are happy to help.
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