WSAS: DATA ELEMENTS, CODES, AND DEFINITIONS




Wisconsin Student Assessment System (WSAS)


Table of Contents

Click on a term to see its definition. Terms are listed in the order in which they appear in this document, and are consistent with the order of the Data File Record Layout.

District Name Student ID Racial/Ethnic Group Optional Field 1
District Number Date of Birth Month Economically Dis. Stat. Optional Field 2
School Name Date of Birth Day Migrant Status Report Year
School Number Date of Birth Year District of Residence Wisconsin Student Number
Grade Level Placement Gender Enrolled in School FAY Open Enroll./Ch 220
Student Last Name Disability Status Enrolled in District FAY Changes to Layout
Student First Name Section 504 Status Testing Status
Student Initial English Proficiency Long-Term US Indicator


District Name
Name of your district.

This is the district where the student physically attends school. This name should be consistent with the name reported by your district on the Public School Update (PI-1280).

District Number
District's four-digit numeric code.

This is the number assigned by the DPI. Use the number for the district where the student physically attends school.

School Name
Name of the school.

This is the school that the student physically attends. The name of the school should be consistent with the name reported by your district on the Public School Update (PI-1280).

According to the ISES Data Collection definition of "school," a "school" is an administrative unit dedicated to and designed to impart skills and knowledge to students. A school is organized to efficiently deliver sequential instruction from one or more teachers. In most cases, but not always, a school is housed in one or more buildings. Also, multiple schools may be housed in one building. By statute, a home-based private educational program is not a school. NOTE: The school of any student who is institutionalized at the time of testing would be the "administrative unit" of teachers and other staff assigned to deliver instruction to these students during this period. lbstat.dpi.wi.gov/lbstat_defini

School Number
School's four-digit numeric code.

This is the number assigned by the DPI. Use the number for the school that the student physically attends.

Grade Level Placement
Two-digit numeric code used for Enrollment Report (PI 1290).

03=Grade 3
04=Grade 4
05=Grade 5
06=Grade 6
07=Grade 7
08=Grade 8
10=Grade 10

Note: Grade level placement of enrolled students as reported for WSAS (WRCT, WKCE and WKCE-CRT Pilot) roster purposes should be the same as grade levels reported for the ISES Data Collection (formerly collected as part of the 3rd Friday September Enrollment Report (PI-1290)) and the IDEA Federal Student Data Report (PI-2197).

Ungraded is NOT an option. For students who are in multiage classrooms or who are considered to be ungraded, record the grade to which children of the same age would be assigned if that school applied a traditional grade structure.

Student Last Name
Student's last name.

Student First Name
Student's first name.

Student Middle Initial
Student's middle initial.

Student ID Number (optional but recommended)
Numeric student ID number.

Space is provided for up to a ten-digit number. The DPI encourages districts to use unique, permanent ID numbers for each of their students to enable districts to link student test results this year with student test results in future years and with locally maintained files containing demographic, program participation, and other data. This space is reserved for a LOCAL ID, not for the students' WSN.

Date of Birth
Month: Two-digit number indicating the month of birth (January = 01, etc.).
Day: Two-digit number indicating the day of birth (Day = 01, 02, etc.).
Year: Four-digit number indicating the year of birth (Year = 1985, 1986, etc.).

Month and day format/codes are consistent with IDEA Federal Student Data Report (PI-2197).

Gender
Student's gender using the following letter codes:

M=Male.
F=Female.

The format and codes are consistent with the ISES Data Collection (formerly collected as part of the 3rd Friday September Enrollment Report (PI-1290)) and the IDEA Federal Student Data Report (PI-2197).

Disability Status
Student's disability status.

N=No. The student is NOT a "student with a disability" as defined below.
Y=Yes. OR use existing primary disability codes as described in the instructions for the IDEA Federal Student Data Report (PI-2197), if more convenient. The Pre-ID Software automatically converts all primary disability codes (such as CD, H, SL, V, EBD, OI, OHI, LD, A, TBI, or DB) to "Y" as a convenience for districts.

A "student with a disability," i.e., S/Dis, is a student who is considered eligible for the December 1 federal child count as reported by the district to the DPI on the IDEA Federal Student Data Report (PI-2197). For WSAS (WRCT and WKCE) roster purposes, this includes any student who was reported by the district as eligible on PI-2197 or who has been identified as eligible since December 1 of the previous year, provided the student has not exited the district's special education program. Status as a "student with disabilities" is based on the student's status as of the date the student is tested.

The definition of "student with a disability" provided above is based on the federal IDEA definition of "children with disabilities" (defined in 34 CFR Part 307). A "child with a disability" as defined in s. 115.76(5)(a), Wis. Stats., meets the federal IDEA definition. For student eligibility information see the instructions for IDEA Federal Student Data Report (PI-2197).

Section 504 Status

N=No.
Y=Yes.

A "student with Section 504 status" is any student who has a physical or mental impairment covered under Section 504 of the Rehabilitation Act. Some Section 504 students will also meet the definition of "student with a disability," and some will not.

English Proficiency
Student's English proficiency status

English language proficiency classifications are defined in Administrative Rule PI 13. English language proficiency classifications must be determined by DPI approved instruments and rubrics. Students with English language proficiency classifications of 1-5 are considered Limited English Proficient (LEP) as outlined in the No Child Left Behind Act of 2001 Title IX sec. 9101(25)(A)-(D)

Use the number codes 1-7 to indicate "English proficiency" status as follows:
  1. Beginning/Preproduction:
    The pupil does not understand or speak English with the exception of a few isolated words or expressions.
  2. Beginning/Production:
    (a) The pupil understands and speaks conversational and academic English with hesitancy and difficulty.
    (b) The pupil understands parts of lessons and simple directions.
    (c) The pupil is at a pre-emergent or emergent level of reading and writing in English, significantly below grade level.
  3. Intermediate:
    (a) The pupil understands and speaks conversational and academic English with decreasing hesitancy and difficulty.
    (b) The pupil is post-emergent, developing reading comprehension and writing skills in English.
    (c) The pupil's English literacy skills allow the pupil to demonstrate academic knowledge in content areas with assistance.
  4. Advanced Intermediate:
    (a) The pupil understands and speaks conversational English without apparent difficulty, but understands and speaks academic English with some hesitancy.
    (b) The pupil continues to acquire reading and writing skills in content areas needed to achieve grade level expectations with assistance.
  5. Advanced:
    (a) The pupil understands and speaks conversational and academic English well.
    (b) The pupil is near proficient in reading, writing, and content area skills needed to meet grade level expectations.
    (c) The pupil requires occasional support.
  6. Formerly LEP/Now Fully English Proficient:
    (a) The pupil was formerly limited-English proficient and is now fully English proficient.
    (b) The pupil understands, reads, writes, speaks and comprehends English within the academic classroom setting
  7. Fully English Proficient:
    The student was never classified as limited-English proficient and does not fit the definition of a limited English proficient student outlined in the No Child Left Behind Act of 2001 Title IX sec. 9101(25)(A)-(D)

Racial/Ethnic Group
Student's racial/ethnic group using the following letter codes:

A = Asian/Pacific Islander.
B = Black, Not of Hispanic Origin.
H = Hispanic.
I = American Indian/Alaskan Native.
W = White, Not of Hispanic Origin.

The racial/ethnic codes are the same as the codes used on the ISES Data Collection (formerly collected as part of the 3rd Friday September Enrollment Report (PI-1290)), and the IDEA Federal Student Data Report (PI-2197). Alpha codes are the DPI standard codes.

A student's "racial/ethnic group" is the racial/ethnic group to which the student belongs or with which a given student identifies.

NOTE: All DPI data collections will use the 5 racial/ethnic categories for the 2003-2004 school year. The categories and "definitions" are the same as those used for the DPI Enrollment Report (PI-1290). The federal government has announced a decision that will significantly affect how these data are stored and reported in future years. The US Census Bureau is testing the new federal coding system, which involves self-identification in multiple-racial categories plus an ethnic category. Agencies are not required to comply for the 2004-2005 school year.

Economically Disadvantaged Status

N=No. The student is NOT economically disadvantaged.
Y=Yes. The student is economically disadvantaged. OR use the codes which indicate a student's eligibility for free or reduced-price lunch (F = eligible for free lunch program, R = eligible for reduced-price lunch program), if more convenient for your district or school. The Pre-ID Software automatically converts F and R codes to "Y."

The USDA has specifically authorized the release of names and eligibility status of individual students to our testing contractor for this purpose. NOTE: Status codes must be reported whether or not the district participates in the National School Lunch Program.

An "economically disadvantaged" student is a student who is a member of a household that meets the income eligibility guidelines for free or reduced-price meals (less than or equal to 185% of Federal Poverty Guidelines) under the National School Lunch Program. Districts are permitted to use their best local source of information about the economic status of individual students consistent with the DPI definition above. In the absence of reliable subsidized meals eligibility data, districts might want to consider using available county data, scholarship information, post-secondary options information, etc.

Migrant Status

N=No. The student does NOT meet the definition of a "migrant student" as defined below.
Y=Yes. The student meets the federal definition below regardless of local school funding sources.

A "migrant student" is defined as a student who is, or whose parent/guardian is, a migratory fisher, dairy worker, or agricultural worker, AND who in the preceding 36 months has moved from one school district to another in order for the worker to obtain temporary or seasonal employment in agricultural or fishing work. (See the federal definition of "migratory child" as contained in the No Child Left Behind Act of 2001 Title I sec.1309 (2) for a more complete version of this definition.)

District of Residence
Four digit numeric DPI code

This code is used for students with disabilities only. Use the same four-digit DPI code for the "District of Residence" as is used for the "Public Agency of Responsibility" on the 2003-04 IDEA Federal Student December 1 Data Report (PI 2197). For more information see the instructions for PI 2197 and/or read below.

Residence is based on where the student typically sleeps at night. This may be at home, in an institution, or in any other facility. If a student with disabilities physically attends school in your school district but is a resident of another school district, use the code for the district of residence. For students with disabilities who reside in another state, use the code 9999.

An exception exists for students with disabilities who, for EDUCATIONAL purposes, are placed by a school district in a residential facility located outside the school district (e.g., WSD and WSVH). Although these students may sleep at the residential facility, the "District of Residence/Public Agency of Responsibility" is the school district that placed the child in the facility.

For all non-disabled students (including those enrolled under full-time Open Enrollment or Chapter 220) the "District of Residence" should be the same as the "District Number" for the district of attendance, regardless of where the student lives.

The "District of Residence" will be held accountable for the performance and progress of students with disabilities except when a student with disabilities is attending school in another district, your district, under full-time Open Enrollment or Chapter 220. In the latter case the district of attendance is held accountable for the performance and progress of the student with disabilities even when he/she resides in another district.


Enrolled in the school for a full academic year (FAY)

N=No. The student was NOT enrolled in the school for a full academic year as defined below.
Y = Yes. The student is currently enrolled and has been in continuous enrollment status at the school from the 3rd Friday of September of the previous academic year, or earlier. For the 2004-2005 WSAS (WRCT, WKCE and WKCE-CRT pilot), students would need to be in enrollment status from the 3rd Friday of September of 2003. "Enrollment" and "school" have the same meaning for WSAS purposes as for ISES Data Collection purposes.

A student is considered to be in "enrollment status in the school" from the date the student begins to physically attend the school. Enrollment status is considered "continuous" if it is not interrupted by enrollment status in another school (e.g., suspensions do not interrupt enrollment status). Students who are expelled but who continue to receive services continue to be counted as enrolled in the school responsible for providing the post-expulsion services.

According to the ISES Data Collection definition of "school," a "school" is an administrative unit dedicated to and designed to impart skills and knowledge to students. A school is organized to efficiently deliver sequential instruction from one or more teachers. In most cases, but not always, a school is housed in one or more buildings. Also, multiple schools may be housed in one building. By statute, a home-based private educational program is not a school. NOTE: The school of any student who is institutionalized at the time of testing would be the "administrative unit" of teachers and other staff assigned to deliver instruction to these students during this period.

Enrolled in the district for a full academic year (FAY)

N = No. The student was NOT enrolled in the district for a full academic year as defined below.
Y = Yes. The student is currently enrolled and has been in continuous enrollment status in any public school(s) in the district from the 3rd Friday of September of the previous academic year, or earlier. For the 2004-2005 WSAS (WRCT, WKCE and WKCE-CRT pilot), students would need to be in enrollment status from the 3rd Friday of September of 2003. "Enrollment" and "school" have the same meaning for WSAS purposes as for ISES Data Collection purposes.

A student is considered to be in "enrollment status in the district" from the date the student begins to physically attend any school(s) in the district. Enrollment status is considered "continuous" if it is not interrupted by enrollment status in another district. Movement between schools in a district does not interrupt "enrollment status in the district."

Testing Status

P = Excused by parent from WSAS testing (WKCE and Alternate Assessments) at grades 4, 8, and 10. ( not valid for WRCT at grade 3)

F = Not Tested on WSAS because the student is a Section 504 student whose IAP states that he/she should not participate in regular statewide testing even with accommodations. The "F" code should be used rarely, and is valid only for certain Section 504 students who are not S/Dis. S/Dis are required to participate in WSAS either by taking regular standardized assessments (with or without accommodations) or WSAS alternate assessments.

T = Expected to take either regular WSAS assessments (WRCT or WKCE ,with or without appropriate accommodations) or WSAS alternate assessments in each of the content areas covered by WSAS. Use code "T" for all students not coded "P" or "F."

There are two types of WSAS alternate assessments: Pre-Requisite English Alternate Assessments for students with English proficiency status codes of 1-2 (WAA-LEP) and Pre-Requisite Skill Alternate Assessments for certain students with disabilities (WAA-SWD). Students' English proficiency level is established by assessing students for English proficiency using a department-approved English language proficiency assessment. Students at levels 1-2 (codes 1-2) may participate in WRCT or WKCE with appropriate accommodations as needed, if such participation is deemed valid and reliable at the local level. Students at levels 1-2 MUST participate in WSAS alternate assessments in all tested subject areas regardless of whether they take WRCT or WKCE. Note that students with English Proficiency codes 3-7 and most students with disabilities are expected to take regular WSAS assessments (S/Dis and LEP codes 3-5 may be given appropriate testing accommodations as allowable). In addition, students with "English Proficiency" codes 1-2 who are also "Long-Term US Student" indicator "Y" are required to take regular WSAS assessments in Reading and Language Arts (in English). Students with limited English proficiency, and students with disabilities who participate in WKCE will have their WKCE score included in summary reports and used for accountability. For more information, see "DPI Guidelines to Facilitate the Participation of Students with Special Needs in State Assessments."

http://oea.dpi.wi.gov/oea_specneed

Long-Term US Student Indicator

N=No. Beginning with grade 1, student has attended school in the US for less than five consecutive full academic years. (e.g. Most fourth graders have attended grades 1, 2, and 3 = 3 consecutive years = 'N')
Y=Yes. Beginning with grade 1, student has attended school in the US for at least five consecutive full academic years. (e.g. Most eighth graders have attended grades 1 thru 7 = 7 consecutive years = 'Y')

These data should be entered/imported for ALL students, but will only have significant accountability implications for LEP students with English Proficiency status codes 1 and 2. Accuracy of this data element is crucial for LEP 1-2 students.

Students who have attended school in the US for 3 consecutive years, beginning with grade 1, must be assessed in Reading and Language Arts (using tests written in English), except that districts may determine that a student's knowledge and ability can be more accurately and reliably measured by assessing such student in the appropriate language other than English for a period that does not exceed two additional consecutive years. For a more complete definition see: No Child Left Behind Act of 2001 Title I sec. 1111(b)(3)(C)(x)

Optional Data Field 1 and 2
8 digit numeric, 20 character alphanumeric

Districts may use these fields for their own purposes or leave them blank. They are local use fields for districts and schools interested in recording additional information about students in the WSAS (WRCT and WKCE) student data file. Examples of data that might be recorded in these fields include the length of time a student has attended a particular school, the types of services the student has received, etc. In some instances, schools participating in special programs may be asked to use these fields for purposes defined by program administrators.

Report Year
4 digit numeric

This field can be left blank.

Wisconsin Student Number (Optional)
10 digit numeric

DPI assigned permanent, unique, and unduplicated identification number for each student. The WSN will be the student's sole identifier throughout the PK-12 experience.

This will be a local use only field for WSAS in 2004-05. Starting in fall 2005 DPI plans to generate Pre-ID labels from ISES. For more information about ISES and the WSN contact your district WSLS/ISES administrator or see: http://lbstat.dpi.wi.gov/lbstat_dm_eseadata

Open Enrollment or Chapter 220 Status

N=No. The student does not attend school in your district under full-time Open Enrollment or Chapter 220.
Y=Yes. The student attends school in your district under full-time Open Enrollment or Chapter 220.

The school and district of attendance will be accountable for the performance and progress of all students, including students with disabilities, who attend school under full-time Open Enrollment or under the interdistrict transfer provisions of Chapter 220, Laws of 1975. In these cases, the district of attendance is responsible for the student's IEP regardless of the district of residence.

Changes from 2003-2004 layout and definitions:

Positions 174-183 formerly occupied by the "Record Type" field, and "Vendor Fields Part 1 and 2" now contain the 10 digit numerical field for the Wisconsin Student Number (WSN). Use of the WSN in the WSAS pre-ID data file is optional for 2004-05.

Positions 107-116 will remain for the use of a LOCAL ID.

For questions about this information, contact oeamail@dpi.wi.gov