Fiscal Year End / Rollover Preparation 19/20-20/21


Data Analysis- Review your data to ensure it is correct before closeout.

NRS Requirements for Inclusion on NRS Tables

Students must meet basic NRS requirements for inclusion on the NRS tables. At the most basic level they must:

  • Have 12 or more uninterrupted (without a 90 day gap) hours within a period of participation (PoP). This includes students who have 12 hours in a PoP continuing from the previous FY even if the student has less than 12 hours in the current FY.
  • Have a valid assessment resulting in a valid Entry Educational Functioning Level in the current fiscal year or moved forward from the prior fiscal year (exceptions for NEDP and Carnegie Units)
  • Be 16 years of age or older (some states may have higher age requirements; please verify with your local state)
  • Have valid demographic information for fields such as Gender, Race/Ethnicity, and Employment Status.
    • Have a valid Highest Education Level Completed at Entry/Location entry to populate Table 6.

Staff data must also be accurate and comprehensive.

Detailed information on each of the NRS Tables is available in our NRS Table Documentation and information WIOA are in the WIOA: LACES Updates Documentation.

Create/Update FY Summaries

In LACES, the NRS reports are generated from the FY Summaries rather than from the raw data in the student record. The FY Summary is basically a 'snapshot' of the data as of the time the FY Summary is generated. If the FY Summaries are not updated prior to generating the NRS reports, the data on the reports may not reflect all data that has been entered in the student record.

Manually Update FY Summaries

  • In the Student tab, pull up the list of students who need to have FY Summaries created.
  • FY Summaries can only be created for 500 or fewer students at a time. If there are more than 500 students who need to have FY Summaries created, you will need to subset a selection of 500 or fewer students to update their records and then repeat the process for the remaining students. The default number of records LACES displays on each page is 200 so you can put a check in the box at the top of the student list to check each of the students on the page and then go to the second page and put a check in the box at the top of that page. Go to Selection > Subset unless you have changed the number of records displayed per page to a larger number.
  • Go to More > Create Fiscal Year Summaries
  • In the resulting window, click Create Now. If your selection is more than 500 students, the Create Now button will be grayed out and the following error message will display: The Create Now button is only available when the selection of students is 500 or less.
  • While the summaries are being generated, a message will display ‘Creating Summaries...’. Depending on the number of records you are creating, this may take several minutes.
  • When the FY Summaries have been updated, you will receive the following message: ‘Success. Fiscal Year Summaries were generated.’
  • If you get a message that the FY Records failed to create, please let tech support know.
  • If your original selection had more than 500 students, you will need to pull up the list again, go to the next page and repeat the process of subsetting the students and creating new FY Summaries. Keep repeating the process until you have updated the FY Summaries for all students in your list.

Running the NRS Tables

  1. Click the <Searches link at the student area.
  2. Expand the NRS category.
  3. Hover over the relevant NRS Table and when the buttons for 'Add' or 'Replace' appear, choose 'Replace.'
  4. Select NRS FY 19/20 on the drop down list at the the 'Select Reporting System' field.
  5. The new report will display. From here, you may print the report by clicking the Print icon at the top right.
  6. Click any of the cells to drill down to the list of students populating the cell.

The correct table format will display once you select the Reporting System. For example, if you select NRS FY 19/20, the table format appropriate for this reporting year will display. If you select NRS FY 15/16, the old table for that reporting year will display.

Searches to Verify Data is Comprehensive and Correct

Below are instructions for running searches that will help insure that your data is comprehensive and correct, especially if run monthly or at least quarterly to review the data.

Number of Current FY Students

The database will default to Current FY when you log in. If the selection has been changed, you can return to Current FY easily. From the Student grid, go to Searches > NRS > Current Fiscal Year (Replace). Look to see if the number is accurate.

The intent of the Current Fiscal Year filter is to display students who are either receiving services and are NRS fundable, or who have an intent to receive services but are not NRS fundable; those students are eligible to count on Table 2a.

There may be students in your agency who do not meet the requirements to be NRS fundable OR to count on Table 2a, but meet the requirements to be a current fiscal year student. This includes students who have earned 12 or more instruction hours in the current fiscal year but have not been assessed.

Number of NRS fundable students

It is important to know how many of your current FY students meet the requirements to be NRS fundable, as these are the students who are eligible to populate the NRS Tables and result in federal funding for the state. To locate these students, from the Student grid, go to Searches > NRS > NRS Fundables (Replace). You can also access the NRS fundable students by using the Dashboard item “Students Enrolled- Actual vs. Target” and clicking the “NRS Fundable Enrolled to Date” column. These are the students who are 16 years of age or older at intake, with 12+ hours of instruction and a valid assessment generating a valid Educational Functioning Level (EFL) in the current FY.

Number of NRS fundable students on Tables 1-4 & totals for Table 6

The total number of NRS fundable students should always equal the totals on Tables 1-4, and the sum of select rows on Table 6. To verify this, go to Searches > NRS > NRS Fundables (Replace) and then to Searches > NRS > NRS Table 1 (Add). In the search window, select the fiscal year for the Reporting System and view the results. Verify that the number in the Total column matches the number of NRS participants returned in your NRS fundables search. Repeat with Tables 2-4. Repeat with Table 6, but rather than looking in the Total column on Table 6, verify that the 3 lines of Employment Status (Employed, Unemployed, Not in Labor Force) add up to the total of NRS fundable students, and that the columns and rows for Highest Education Level Completed at Entry and Location also add up to the total of NRS fundable students.

If any of the totals do not add up, return to the list of Current FY NRS Fundables and go to Searches > NRS > Student Diagnostic Search (Add) to determine why.

Student Diagnostic Searches

The Student Diagnostic Search is an extremely useful search for identifying issues in student data that can potentially prevent them from accurately populating your NRS tables.

This search is run using summarized, fiscal year data, not raw data, which means you want to run this search after LACES has run FY summaries, which is automatically done at least once a month or after you have manually run FY summaries for your agency. Refer to the instructions to create FY Summaries prior to running the diagnostic search. Once summaries have been run, whether by LiteracyPro automatically or manually by you, you are ready to run a Student Diagnostic Search.

Generally speaking, it makes the most sense to run the Diagnostic Search on students who are NRS Fundable. This search is intended to locate issues in student records that would populate the NRS tables if not for the errors. So, we’ll start by going to Searches > Current Fiscal Year (Replace), then Searches > NRS Fundables (Add). These are the people who should be populating your NRS tables.

Now, go to Searches > Student Diagnostic Search (Add). Select the program year.

Interpreting the Results of the Student Diagnostic Search

SEARCH FOR STUDENTS USING FISCAL YEAR DATA

Students with fiscal year data in the above Reporting System

  • This search tells you how many of the students in your selection have had a FY summary run for the current FY. Ideally, this should be the same number as your starting selection, as we recommend running the diagnostics immediately after running FY summaries.

Students without fiscal year data in the above Reporting System

  • This search shows how many students in your selection have not had a FY summary created in the current FY. To correct numbers here, click on the number, and then run fiscal year summaries on those students.

Students with fiscal year data created before today in the above Reporting System

  • This search tells you how many of the students in your selection have had a FY summary for the current FY that was created prior to today’s date. If data has been added, edited, deleted, or modified since the last FY summary creation, new FY summaries should be run for these students.

SEARCH FOR STUDENTS MISSING DEMOGRAPHIC DATA IN FISCAL YEAR RECORDS

Students missing ethnicity/race information

  • It is very unlikely that you will see students reported in this section, since LACES requires you to enter that data to save the record, but some agencies migrated data from other systems, so it is possible.
  • If you see numbers in this category, click on the number. You will be taken to the list of students missing that data. You can open the record, go to the Demographics panel, edit the record to add the data, and save. Remember that you will need to run a new FY summary after any corrective changes made so that they will be picked up for the search and reporting purposes.

Students missing gender information

  • It is very unlikely that you will see students reported in this section, since LACES requires you to enter that data to save the record, but some agencies migrated data from other systems, so it is possible.
  • If you see numbers in this category, click on the number. You will be taken to the list of students missing that data. You can open the record, go to the Demographics panel, edit the record to add the data, and save. Remember that you will need to run a new FY summary after any corrective changes made so that they will be picked up for the search and reporting purposes.

SEARCH FOR STUDENTS MISSING EDUCATION DATA

Students missing Highest Education Level Completed on Entry

  • The Highest Education fields are required for new, incoming students, but students who were prior FY students may have returned and because these fields were not required when they did their initial intake, you may have students missing these fields.
  • Click on the number for students missing Highest Education Level Completed on Entry. You will be taken to the list of students missing that data. Open the first record and go to the Education tab. Click to expand the Education panel. Edit the Highest Education Level Completed on Entry and Highest Education Level Completed on Entry Location fields as needed, then click the Save button in the bottom right hand corner. Run a new FY summary to be sure the updates have been captured.

Students missing Highest Education Level Completed on Entry Location

  • Typically, the same students in the Highest Education Level Completed on Entry diagnostic are also in the Highest Education Level Completed on Entry Location diagnostic, so the same steps are used to correct each.

Students with invalid data for Highest Education Level Completed at Entry

  • When the Highest Education Level Completed on Entry was first added to LACES, the choice list was available for agencies to modify, but only the LACES default options are used for NRS reporting. The Highest Education Level Completed on Entry choice list is no longer available for agencies to modify, but you have returning students who have invalid education information. Use the same steps to correct this as for missing Highest Education Level.

SEARCH FOR STUDENTS WITH INCORRECT OR MISSING EMPLOYMENT STATUS

Students with Employment Status as No Value or Other

  • This is another search that usually has little to no results, because Employment Status is required on intake. However, again, migrated data may cause issues, as can students returning from prior FYs who had invalid statuses, or incorrect dates that do not correspond to the intake date or are invalid dates.
  • Click on the number for students found with this error and go to the History > Work History panels to correct any issues.
  • The most common issue is that the student may not have a line of work history with the same date as his Intake Date. In LACES, there must be a row of work history with a valid employment status where the Start Date is equal to or earlier than the Intake Date (found in the student header). You can either add a new line of work history with a date that matches the Intake Date or edit the Start Date on the work history record with the earliest Start Date so it matches the Intake Date. Save, and run a new FY summary.

SEARCH FOR STUDENTS WHOSE AGE AT INTAKE IS LESS THAN 16 OR GREATER THAN 99

Students Whose Age at Intake is Less Than 16 or Greater Than 99

  • This search locates students who were less than 16 at Intake, as a student must be at least 16 years of age at intake for federal tracking purposes and inclusion on the NRS tables. The Greater than 99 indicator is usually due to a typographical error.
  • Click on the number for students found with this error and go to the Demographics > Demographics panels to correct any issues in the Birthdate field. Save, and run a new FY summary.
  • Students who are under 16 years of age are not considered NRS fundable, nor are they current FY students so if the person is under 16, they will not be returned in these results if you begin with either of those selections of students. You may want to begin with Searches > History > Active/Enrolled (Replace) when checking this diagnostic.

SEARCH FOR STUDENTS WITH INCORRECT HOURS

Students with Current FY Instruction Hours totals not matching the recalculated total

  • This search will bring up any students whose current FY hours totals do not equal the sum of their hours for the Fiscal Year. Most often, this is because hours have been added since the most recent FY summary was created. This can be avoided by always waiting to run the Student Diagnostic Search until immediately after summaries have been run.
  • To correct the records: Click on the number returned in the search. Create new FY summaries on these students and then run this search again. If the search is still returning students, contact Tech Support to run an hours recalculation on your data.
  • Run a new summary for any students in this category BEFORE attempting to fix other NRS non-reportable students, as this often clears up non-reportables.

SEARCH FOR STUDENTS PERIOD OF PARTICIPATION DATA

Students with 12+ instruction hours but not in a PoP

  • This search will return any student who has 12+ instruction hours in the FY, but is not in a Period of Participation. There are two common causes for this:
    • The student was not assessed. You can verify this by including the Assess Status in the view. If this field indicates 'never assessed this FY' the student won't have a PoP.
    • The student attended for less than 12 hours, exited for 90+ days and then returned for less than 12 hours. You can verify this by opening the student record and going to the Hours tab. Check the hours to see if the student attended less than 12 hours, exited 90+ days and then returned and attended less than 12 hours.
  • Any student who meets either of the above criteria is correctly included in the diagnostic and won't be removed unless the student is assessed or attends 12+ hours without a gap.
  • If the student has an assessment and does not have a gap in instruction, contact tech support if you're not able to determine why the student does not have a PoP.

Students with fiscal year data not matching PoP

  • This search will return any student for whom the PoP Summary record has an Exit Date, but there is not a PoP Exit Date in the FY Summary record.
  • If the FY Summaries are up-to-date, this should not return any students unless the Data Freeze has already happened. During the time after the Data Freeze, Exit Dates will continue to populate the PoP Summary record for students whose last hours date was in the 4th quarter of the FY as they reach 90 days past their last activity. Prior to states submitting their NRS Tables we will run a script to capture the 4th Quarter Exit Dates in the FY Summary.
  • If you are not in the time after the Data Freeze, your FY Summaries are up-to-date, and you still have students in this diagnostic, contact tech support.

SEARCH FOR STUDENTS: TOTAL NOT REPORTABLE FOR NRS

Students not NRS Reportable

  • This search should be run after all the other data has been cleaned up. If you run this search only on NRS Fundables and have no issues in any other areas, you should have no non-reportable students. If you run the search on non-participants, you may find other problems with records that cause them to not be counted that are not included in the other diagnostic searches. To correct those records, you will need to review the records for common issues including a lack of hours or a valid assessment in the current FY. If you cannot determine the problem, then send the list to Tech Support for analysis.

Assessment Diagnostic Searches

The assessment diagnostic searches are designed to identify students who have and have not been pretested, posttested and/or made level gains in a PoP or in the FY.

Students pretested in multiple subject areas in any PoP

  • Displays students who were pretested in multiple subject areas and subtests. For example:
    • A student has been pretested with a TABE in Reading, Math, and Language, but is being tracked in Reading, OR
    • A student has been pretested with BEST Plus 2.0 and CASAS Life and Work Reading, but is being tracked with the BEST Plus 2. 0.

Students post tested in multiple subject areas in any PoP

  • Displays students who were post tested in multiple subject areas. For example:
    • A student has been pre and post tested with a TABE in Reading, Math, and Language, but is being tracked in Reading.
    • A student has been pre and post tested with a BEST Plus 2.0 and CASAS Life and Work Reading, but is being tracked with the BEST Plus 2.0.

Students completed a level in a non-tracked subject area in any PoP

  • Displays students who completed a level in a subject area that they are not being tracked in.

Students completed a level in any subject area in any PoP

  • Displays students who completed a level in any subject area in any PoP, even if the gain isn't in the current PoP.

Students with level gain in current PoP

  • Displays students with any level gain from any level defining assessment in the current PoP.

Students without level gain in current PoP

  • Displays students without any level gain at all in the current PoP, including:
  • Students who were post tested with a level defining assessment but stayed at the same level or went down a level.
  • Students who were not post tested.

Students without a pretest

  • Displays students who do not have a pretest in the selected fiscal year.

Students posttested in at least one subject area in any PoP

  • Displays students who have at least one posttest in the year regardless of which PoP or Subject Area the posttest was in.

Students not posttested in any subject area in any PoP

  • Displays students who have not posttested at all in the FY.

Students never assessed in current FY

  • Students without any assessments at all in the current FY.
  • Students who were tested with a non level defining assessment in the current FY, such as any assessment where the level is level not defined.

Students with post test level in any subject area lower than pretest level in current FY

  • Displays students who were post tested in any subject area in the current FY where the level is lower than the pretest level.

Students with invalid pre-test level

  • Displays students whose pretest level is Completed ESL L6.

Number Non-NRS Fundable and Reasons Why

Just as it is important to know who is an NRS participant, it is also important to know who is not, and most importantly, why they are not.

To locate these students, go to Dashboard > Students Enrolled- Actual vs. Target. Students who have at least 1 hour in the fiscal year are included in this widget. Click the bar for Non-NRS Fundable Enrolled to Date. This will take you to the list of students who currently do not meet the NRS requirements for inclusion on the NRS tables. You can also go to the Student grid and add the Current Fiscal Year and NRS Fundables search tiles to your grid, then change the AND operator between the tiles to AND NOT.

Typically, most of these students are not NRS-Fundable due to not having enough hours (12 or more) in the fiscal year to count as NRS participants, and that is acceptable. Verify the hours for these students.

Occasionally, data entry errors in the required assessment or demographic information will keep a student from being picked up as a participant as well. To check why these students are not counting, use the Shared View called “NRS” to look at their information this fiscal year.

First, go to the view window “Student List” in the upper left corner and change the view to the NRS Key Data view.

  • Sort the Current FY Instructional Hours column by clicking the column heading. This will sort by ascending order. Click once more on the column heading to sort in descending order. Alternatively, you could use the in-column filtering to filter by students who have greater than or equal to 12 hours, or the Hours Attended search to reduce your selection to just those students with at least 12 hours. To do this, go to Searches > Hours > Hours Attended (Add). Search for students who have at least 12 hours between the current fiscal year date range.
  • Students with <12 hours you should not be concerned with, as they should not count as participants (although you may want to look for data trends to spot possible retention issues.)
  • If a student has 12+ hours, check their Assessment Status in Subject Area column. If it says “Never Assessed this Fiscal Year” or “No Value Entered,” the student does not have a valid assessment entered in LACES for the current fiscal year. You can check this by going into the student record, then going to the Assessments panel. Look for any errors that kept an assessment from counting. Additionally, check to see if the student had an assessment from last fiscal year that could be moved forward to count for this FY. You can retroactively push forward an assessment if you missed one from last FY. You may want to do an Assessment Search and search for students never assessed this year but who had assessments in a period last year that fall within the acceptable date range to be moved forward. The time period in which an assessment can be moved forward from the preceding fiscal year to count for the current fiscal year varies according to state policy but is typically 90 days. Check your state’s assessment policy for the specific allowable date range. To search for assessments from the prior FY that could be moved forward for the current FY, go to Searches > Assessments > Last Assessed within Date Range (Add). Enter the date range allowed by your state’s policy, such as 4-1 to 6-30, and Apply. Go through the returned list of students for those who have not been assessed this fiscal year and view their assessments to determine if it is appropriate to push one forward for this fiscal year.
  • If the student has a valid assessment and 12 or more instructional hours, check the following:
    • Demographics information to see if there is missing or incorrect data in the required fields, or if the student was not 16+ years of age at entry.
    • Make sure students do not have the Primary Program Work-based Project Learner unless they really are a Work-Based Project Learner, as that prevents them from being counted as an NRS participant.
    • If your state uses a Funding Stream field, check their Funding Stream to see if they are not supposed to be NRS students.
    • Verify that the student did not have gaps of 90 or more days within their 12 hours of instruction. If they do not have an uninterrupted stretch of 12 or more hours, they do not have a valid period of participation and will not be NRS participants.
    • Entry Level for any remaining non-NRS participants. Completed ESL L6 is not a valid Entry Level, since a student cannot show growth if they enter as Completed, and the NRS is interested in tracking growth. Completed ESL L6 is acceptable and valid as a Current Level (i.e., the student made a level up to Completed ESL L6) but if a student has an entry level of Competed ESL L6, they will not count as an NRS participant. Typically, students with this entry level should be re-assessed to generate a valid pre-test level.

Number of NRS participants post-assessed/number of those who made level gains

Post-assessment of students is obviously important to show level gains for students and meet NRS Table 4 benchmarks. Most states have benchmarks in the assessment policy regarding percentage of students expected to receive post-assessments in the fiscal year.

Posttested in any Subject Area

To see the number of students post-assessed in any subject area during the year, from the Student grid, go to Searches > NRS > NRS Table 4B (Replace). In the search window, select the Reporting System and then click the number in column B, Total row.

You can also go to Searches > NRS > Fiscal Year Data Search (Replace) and enter the following:

  • Reporting System: NRS FY {select year}
  • Fiscal Year Data Category: Student Data
  • Fiscal Year Data Field: Assess Status Any Subject
  • Operator: Starts with
  • Value: Post

EFL Gain based on assessment in any Subject Area

To see how many of the posttested students have made a level gain in any subject area, go to Searches NRS > NRS Table 4B (Replace). The number in column D, Total row is the number who made an EFL gain based on posttesting.

You can also go to Searches > NRS > Fiscal Year Data Search (Replace) and enter the following:

  • Reporting System: NRS FY {select year}
  • Fiscal Year Data Category: Student Data
  • Fiscal Year Data Field: Completed Level Any Subject
  • Operator: Is
  • Value: {put a check in the box}

Finally, you can apply and use the Dashboard option for “Level Completion by EFL.” Go to the Dashboard menu and click the Widget Library link. Under the Assessments option, click Level Completion by EFL to add this option to your Dashboard. This will show a bar graph indicating the benchmark of percentage of students expected to make level gains in each EFL (black), the percentage of students who have made gains in each EFL at your agency (blue), and the percentage of students who have made gains in each EFL state-wide (green). Clicking on the blue bars within the bar graphs will take you to those students who make up the percentage of level gains for that EFL.

IMPORTANT NOTES: Remember that in determining the percentage of gains for Table 4, all NRS participants are included, not just those who have been post-tested. Table 4B displays post-tested students and their EFL gains, but Table 4B is an optional table and is not part of the funding formula.

Number of Students Attained SSD/Equivalent

The number of students who attained a secondary school diploma or its equivalent is important for both Table 4 and Table 5. SSD information can be entered in LACES in the Assessment tab of the student record if you have the scores or can be entered in the Education tab > Diplomas/Credentials tab if you do not have score info.

To find students who have attained SSD based on the data in the Assessments and Diplomas/Credentials area, go to Searches > Adult Education Follow-Up > Secondary School Diploma Earned (Replace). In the search window, enter the relevant date range.

Keep in mind that on Table 4, only the most recent MSG is reported so if a student made a level gain or enrolled in PS Ed/Training after attaining his SSD, the will count on Table 4 for EFL gain instead of for attaining SSD.

Number of Students Entered/Attained Postsecondary

As with SSD, Postsecondary Education is reported on both Table 4 and Table 5 so it is important to know which students have entered postsecondary and which have attained postsecondary.

For this, you can go to Searches > Adult Education Follow-Up > PS Ed Training. In the search window, you can select the criteria you want to search on. For NRS reporting, the Enroll Date and Earned Date are the significant fields.

Number of Students with Too Few Hours Between Assessments

In addition to checking who has been post-tested and who has made gains, you may want to verify that the students were post-assessed within the correct number of hours based on state policy.

Hours between assessments has become a big area of concern with OCTAE. Your state has an assessment policy regarding how many hours a student must have at a minimum in order to be eligible for post-assessment. These hours are required whether it is their first or second (or more) post-test within a fiscal year. Typically, the hours between assessment minimums are:

  • At least 30 for Fast Track / ASE students
  • At least 40 for ABE students
  • At least 50-60 for ESL students or ABE students with certain assessments

Most states do have exception policies for post-testing sooner, but assessments should never be given with fewer than 30 hours between assessments under any circumstances. Familiarize yourself with your state’s assessment policy.

You can use the Assessment report called Hours Between Assessment to verify that your agency is following policy by going to the Student Grid, then using one of the options above to narrow your selection to only post-assessed students. You might also be considering narrowing down your selection by program (ABE/ESL) or by choosing Entry Leve l> Contains > ABE (or ESL) (or Low Adult) since that will enable you to run the report with the specific hours options for those programs.

Go to Reports > Assessments: Hours Between Assessment, select. In the right-hand panel, choose the appropriate number of hours, bearing in mind that you are searching for students who did not comply with the state policy, so you would want to search on students with fewer than the required number of hours. Ex: if searching for students with fewer than 70 hours between assessments, you would 69 so that it would run on those with 69 or fewer hours between assessments. Click Print PDF or Print Excel to view the results.

The returned report will give you students who were post-tested outside of the state’s assessment policy for minimum number of hours.

Sometimes it can appear that the student was post-tested too early because many agencies only put in hours entry monthly, at the end of the month. LACES looks at the assessment dates and the hours dates to determine the hours since last assessment. Based on the data entered in LACES, something like this can occur:

  1. 8/7/18 - TABE assessment
  2. 8/22/18 - TABE assessment
  3. 8/31/18 - 73 class hours entered for the student

While we understand that 8/31/18 is the date used to enter all of the hours for the month of August, LACES has no way of knowing if any of these hours were between 8/7/18 and 8/22/18; it simply looks at the assessment date and the hours date and sees that the student had 73 hours dated after the 8/22/18 assessment and no hours between the two assessments.

For the student to show the correct hours since last assessment (and the correct hours between the pre-test and post-test), you would need to break up the hours for the month. Delete the 73 hours record on 8/31/18 and re-enter the hours in two batches. Date the first hours record 8/22/18 and only enter the number of hours the student had in August up to that date (for example, if she had 46 hours prior to her post-test, enter that amount). Then, add a second hours record dated 8/31/18 that captures the remainder of hour hours for the month (in the example above, you would enter the remaining 26 hours she had after her post-test). Otherwise, you could consider doing data entry more frequently, such as daily or weekly. The hours functionality in LACES allows you to do batch hours entry on a daily or weekly basis.

Number of NRS participants with enough hours for post-testing but did not receive a post-test

This includes people who left with enough hours and excludes those with HAS Entry Level and those who already made a level gain in FY.

There are many ways to locate students who are eligible for post-testing. You can use the Dashboard Widget called Post Test Eligible by EFL, or use the Alert indication of Students Eligible for Post Testing. You can use the Searches menu in the student grid and go to Searches > Assessments > More than X Instr Hours since Last Assessment Date and search based on hours, or the Searches > General > Quick Select Search and do the same. Use a range beginning with the minimum number of hours required.

Once you have your list of students with enough hours to be post-assessed, you can narrow it down further, if you choose to. For example, students with an ENTRY level of High Adult Secondary cannot be post-assessed using the same instrument, since they’ve come in at the highest ABE level, so you may want to use the column filters and choose: Entry Level: Does Not Contain: High Adult.

Additionally, you may choose to remove students whose status indicates they have already exited your program, or those who have already made a level gain. You can, of course, choose to leave those students in your selection, as well. Use the +Add New Search>Completed Level= blank check box for students with no gain, or add a custom view with Completed Level as an available column in the view to enable you to search by that option.

Once you have this list, it can be helpful to use it to provide an Assessment Report to the people who will be post-assessing the students, letting them know that they are eligible for post-assessment, and what their last Assessment data was.

Current FY students still enrolled with no hours in 90+ days

Students should be properly exited in LACES at 90+ days without service, or at the time of their known exit. Use the Dashboard Alert Indicator for Students with No Instructional Hours for X Days (with x=91) to locate students who need to be exited.

Students should be exited from the program based on known departure or 90 days without service; however, please be aware that LACES does not use the class end date entered as their end date to populate the Exit Date field. Exit Date is their last known date of attendance, based on Last Hours Date.

You can create a custom view that shows the Exit Date assigned by LACES. You may notice that sometimes an Exit Date will display for a student who is still Enrolled. This indicates that the student has gone more than 90 days without attendance hours being entered into their record, so even though you still have them as Enrolled, the database considers them left for reporting purposes. You should correctly exit these students. If you add hours for those students, the Exit Date will be removed.

Staff Data Analysis

Required Staff data:

  • The field 'Years of Teaching Experience in Adult Education'
  • Indicators of teaching credentials in the staff Credentials panel of the Staff Data tab

This data must be populated for all staff member who were active in the fiscal year, even if they were not teachers.

For Certification, OCTAE is interested in tracking the following certifications:

  • Adult Ed
  • Special Ed
  • K-12
  • TESOL

If a staff member has any of those certifications, you should manually go to the Credentials panel of the Staff Data tab and click the Add New button to add the certification Type and Date Earned. Both the Type and Date Earned are required for the information to correctly populate Table 7, which is a mandatory table. If the staff member does not have any of the 4 tracked certifications, nothing needs to be entered. A staff member can have more than one credential type and each should be entered into the Credentials panel. Credentials are only included on Table 7 if the Date Earned is on or before the beginning of the fiscal year (for staff continuing from the previous fiscal year) or as of their start date (for staff who were hired in the fiscal year). If the staff member has additional certifications or credentials outside of the 4 tracked on Table 7, you should enter those based on your state policy. The rows and columns for Teacher Certifications on Table 7 should at least equal the sum of the Local Teachers (FT and PT) row on Table 7 (excluding volunteers.)

For Years of Teaching Experience in Adult Education, this only refers to teaching experience in adult education. For staff members who are not teachers, this should be 0. Otherwise, enter the number of years’ experience teaching specifically adult education. This must be manually updated every year; it will not update automatically. The Years of Teaching Experience in Adult Education rows should add up to exactly the sum of the Local Teachers (FT and PT) row on Table 7 (excluding volunteers.)

The best way to verify this data is to add the shared staff view called NRS that adds the Years of Teaching Experience in Adult Ed field.

For this view, you should see no blank fields in the new staff information fields. If there are blanks for any staff member who was active in the FY, edit the Key Info panel of the Staff Data tab in the Staff record to add those fields.

Updated data will not display on Table 7 until a new FY Summary has been run for the updated staff records. The instructions to create staff FY Summaries are the same as for students.

When viewing Table 7, the number of full and part time local teachers (excluding volunteers) should add up to the total sum of the Years of Teaching Experience in Adult Education rows and columns. The Certification rows and columns should add up to at least the sum of the full and part time local teachers (excluding volunteers), although since a staff member can have more than one certification, it may exceed the total. If your numbers are not reflecting as they should, please contact our technical support department.

Finally, your staff list should accurately reflect the active staff members in your agency. If people have left, mark them left. If people have been hired, add them. If you mark them left now but they actually left last year (or more years back), you must go into the Staff History panel of the History tab and update both the End Date of the Active status and the Start Date of the Left status so that they do not show activity in the current fiscal year date range. Click each cell with numbers in the first 5 rows (the Function area) of columns B & C to ensure that the people populating that section are the correct people. Remember that the Years of Teaching Experience in Adult Education field must be manually updated at the beginning of each new fiscal year for teachers whose experience has increased.

Preparation for the New Fiscal Year

Each of the steps outlined below can be done prior to the data freeze and rollover. In fact, it is best to complete these steps prior to the freeze and rollover to be sure your Fiscal Year Summaries accurately reflect which students left your program in the current year and which will be continuing students in the new year. But, if your program is closed for more than 90 days for the summer before resuming in the fall, you can wait to create the new classes and enroll students in them after the rollover. Whether your program takes a 90+ day break in summer or not, you should complete all of your current FY classes prior to the data freeze.

Move Forward Assessments

Once you have verified your data is accurate, it is time to start taking the steps for rollover. This should include pushing forward assessments for carry-over students, if deemed appropriate.

You can move forward assessments from last fiscal year to act as pretests for the new fiscal year and select which assessment will determine the Entry EFL for NRS reporting.

  • NRS no longer requires placement in the lowest subject area of all tests.
  • The EFL for initial placement should not be changed later to ensure accurate data reporting.
  • Measurable Skill Gain via EFL gain may be measured with a posttest in any subject area in which a participant was pre-tested.
  • If a student has two assessments in the same subject area within the move forward window, only the one generating the highest assessed level should be moved forward.

In short, you will select which subject area a student is tracked in and this will determine the Entering EFL that the student will be reported in on the EFL-based NRS tables. But, you are no longer required to track the student in the lowest EFL, and EFL gains can be based on any subject area, not just the one the student is being tracked in.

When moving forward assessments to the new fiscal year, move forward the most recent eligible assessment in with the highest assessed level each subject area rather than only moving forward the assessment you intend to use for initial placement to track the student for the fiscal year.

Steps to Move Forward an Assessment

  • Go into the student record by double-clicking, and then go into the Assessments panel.
  • Click the Move Forward icon (the circle with the arrow) to the right of the assessment you want to push forward for the next fiscal year.
  • In the confirmation pop-up, select 'Move forward to next fiscal year' and click Save.
  • Moving forward creates an exact duplicate record of the assessment, except for the recorded fiscal year, so you are able to count it as a post-test for the current year and a pre-test for the new year.
  • Only move forward valid, level-defining assessments. Do not push forward assessments that result in a Completed ESL L6 Entry Level, or assessments that will not be NRS-allowed in the new fiscal year.

You can run a General Assessment search to locate the assessments that are eligible to be pushed forward.

  • From the Student grid, go to Search > Assessments > General Assessment Search (Replace).
  • Enter the date range appropriate for your state’s push forward period. Familiarize yourself with your states assessment policy.
  • Ignore the list of assessment instruments at the top, as you are looking for any assessment in that date range.
  • Click Apply.
  • The results will bring back any student who had an assessment in that date range, but that will include people with secondary credential assessments, which should not be pushed forward, and people with assessments that resulted in a Completed ESL L6 level, which should not be moved forward.

Hours between assessments will count from the prior FY if an assessment is moved forward, potentially allowing you to post-test sooner in the new fiscal year. Those hours only count for assessment purposes, not for 12-hour enrollment purposes. As an example, if Sally Student tested on 5/15/20 for her 19/20 post-test, but then continued attending classes and earned 28 additional hours between 5/15/2020 and 6/30/2020, then if she carries over into 20/21, she will show as already having 28 hours since her last assessment if it is pushed forward, even though her Current FY Instructional Hours for 20/21 would be 0 until she has attendance in that FY. This means that you would only need a minimum of 12 more hours to post-assess if she is ABE or 22-32 hours if she is ESL (depending on state assessment policy). This can be helpful for agencies who struggle to get students to the minimum number of hours acceptable for post-testing.

Create Classes for the New FY

Now that your students have assessments for the new year, you can create new classes or duplicate existing classes for the new year and begin enrolling new or carry-over students.

People often ask if classes for next fiscal year should be set up before or after the FY rollover. This will usually depend on whether your program runs over the summer or not. Remember that it is very important to correctly exit students based on the 90 days without service or known departure, and whether they will have hours over the summer can affect this.

IMPORTANT NOTE: If your agency shuts down for more than 90 days over the summer, but students should not count as Exited in the current year, when you enroll students in their classes for the new year, the Enrollment Date must be prior to the student's last activity in the current year. Please review the scheduled services documentation for additional information. As an example, if a student's last hours this FY are on 5/30 and he won't be returning to class until 9/4 of the new year, he will have a 90 day gap in service. If this student should count as exited at the end of the current year, you can enroll him in his fall class with an Enrollment Date of 9/4. But, if he should not count as exited because he has a scheduled service that will place him in a continuing PoP, the Enrollment Date will need to be 5/30 or earlier.

If your state has customized LACES so a student must have an assessment in the fiscal year before the student can be enrolled, you will need to move forward assessments or enter new assessments prior to duplicating the classes or the students will not be enrolled.

Duplicate Classes

There are two ways to duplicate classes - from the main class grid or from within the Class record. If you duplicate from the main class grid, any student with an 'Enrolled' status in the class you are duplicating will be enrolled in the new class. If you duplicate from within the class record, you have the option to choose which, if any, students including those who have already been completed from the class, will be enrolled in the new class.

Duplicating from the Class grid

Be sure that you look through the student list to clean up any class enrollment statuses that need to be changed prior to duplication. Only students with a class status of Enrolled will be brought over when duplicating from the class grid, which means you shouldn’t complete the current FY classes until after duplicating classes. Be sure to make the status of the duplicated classes “Active” not “Prospective” or you won’t be able to bring the enrolled students over. You can make edits to duplicated classes if needed, such as changing a course number or room number. When duplicating from the Class grid, you can enter an Enrollment Date for the students in the new class. This means this is the method you should use if there is going to be a 90+ day gap but the students should be in a continuing PoP because they plan to return.

  1. In the class list, put a check next to the class(es) you want to duplicate and go to Selection > Subset. Now, go to More > Duplicate Classes.
  2. In the resulting window, enter all of the relevant information on the left and select whether staff should not be brought over, only primary staff should be brought over, or all staff should be brought over. On the right side of the screen, enter the Class Status, Term, Start Date, End Date, Max Enroll and Enroll Date for each class. Once you have verified that the data is accurate, click Save.
  3. When you are returned to the Class list, the new classes will not be displayed since you subset the classes you wanted to duplicate. You can click the X on the green search tile for 'Subset: Selected Records' to remove the subset.

Duplicating from within the Class Record

When duplicating from within the class record, the Enrollment Date for students in the new class defaults to the same as the class Start Date so this method should not be used if the students will not attend for 90+ days but should be in a continuing PoP because they plan to return.

  1. To duplicate a class, select the class you intend to duplicate. Open the class record and go to the Enrollment tab. Click the Duplicate Class button.
  2. You will get a Duplicate Class Setup data window to enter in the Status, Term, and Start and End Dates for your class. You can also select whether staff should not be brought over, only primary staff should be brought over, or all staff should be brought over.
  3. The student list will automatically display only the students currently enrolled. You can uncheck the box indicating that only enrolled students should display in order to display all students, including those with a status of Left or Waiting. You can indicate which students from the list should be enrolled in the duplicated class by putting checkmarks (or removing checkmarks) from the checkboxes to the left of each name. If you remove the checks from all of the students, the class will be duplicated, but no students will be enrolled.
  4. You will be returned to the original class record, but the class has been duplicated and can be searched for using the title, term or course number. Repeat as needed for additional classes.

Create New Classes

You can also choose to create new classes instead of duplicating. Go to the Class tab and click +Add New Class. Complete the blank class intake form. Once the class is created, enroll students for the new fiscal year.

To enroll, go to the Class grid and open the class into which you are enrolling the student(s). Click the Enrollments panel.

  1. Click the -Enroll Students button.
  2. Only students who are eligible for enrollment will display on the data chooser (currently enrolled students will not display).
  3. On the data chooser, select the students to enroll by checking the checkboxes.
  4. Enter an Enroll Date at the bottom left of the window, or click Show Selected to display the students if they have different enrollment dates. Show Selected allows you to edit the enroll date if multiple students have been selected.
  5. Click the “Enroll Students” button.

Complete Current FY Classes

Next, complete the current FY classes, unless you plan to leave them active until all students have gone more than 90 days without hours (although there is no need to do so because LACES will calculate and update the Exit Date based on the last hours date after 90 days without hours, automatically). Note that any students who were enrolled in the duplicated classes will still have an OVERALL status of “Active” or “Enrolled” because they are enrolled in the new FY class. Only students who have not received services in the last 90 days or whom you know have left should be completed from their classes without being enrolled into new FY classes so that their status is updated to “Left.”

Keep in mind that even if a student's Overall Status is 'Left,' he won't have an Exit Date until he has not had hours or activity in 90 days.

Complete Class

  1. In the Class record, click the Complete Students button.
  2. Only students whose class enrollment status is ‘enrolled’ will display on the data chooser.
  3. Check all students by checking the box on the top header row. If there are multiple pages of students, you must select the top row checkbox on all pages.
  4. Enter a Completed/End Date at the bottom left of the window or click Show Selected to display the students.
  5. Show Selected allows you to edit fields on the grid for each student and add grade and fee information. Editable fields are indicated in green.
  6. The Status field at the bottom of the window may be selected to display the status for all students. The status may also be changed on the grid after clicking Show Selected if some students will have a different status. Typically, the status for all students will be Completed Class.
  7. Click the checkbox for ‘Change Class Status to Completed’ to change the class status to Completed.
  8. Click Complete.

All instructors assigned to the class will be updated to assign status ‘inactive’ when the class status is changed to completed.

A class may be completed when there are waiting or on hold students still in the class. Students who are waiting or on hold may be deleted before completing, but this is optional. Students who waiting or on hold in one class, but completed or left in all other enrollments will still display the overall status of left.

General Housekeeping

Date of Intake: Please do NOT change the Intake Date for students each fiscal year. This should always be the date of INITIAL intake into the program and should not be edited unless an error is made.

Definition of Terms

Data Freeze – The Data Freeze removes the ability for an agency to create FY Summaries for the reporting year. The Data Freeze Date is set by the state office. The time between the Data Freeze and Rollover provides the state office time to review and verify the data on the NRS reports. If there are issues in the NRS data after the data freeze, a state office may request that FY Summaries be updated after the data freeze but prior to the rollover. After the Data Freeze, an agency can continue to enter data in LACES for the reporting year, but it will not be reflected on the NRS reports (unless the state requests a FY Summary update prior to the Rollover).

Fiscal Year Summary – A ‘snapshot’ of the data required for NRS reporting. For each fiscal year, a student will only have a single FY Summary that includes all relevant NRS data for that reporting year. The Fiscal Year Summary contains cumulative data for the reporting year as of the most recent date the FY Summaries were generated.

Move Forward/Push Forward Assessment

An assessment from the previous fiscal year can be ‘moved forward’ to generate the Entry Level for the new fiscal year. Only assessments administered in the last X number of days of the previous fiscal year can be forward to generate the Entry Level for the new year. The default number of days in LACES is 90, but states can request that this be modified so check your state assessment policy or contact your state office if you are not sure of your state’s ‘move forward’ policy.

An assessment can only be moved forward to the fiscal year following the year in which it was administered. For example, an assessment from 18/19 could not be moved forward to set the entry level for the 20/21 fiscal year; if you 'move forward' an 18/19 assessment, it will always be updated to the 19/20 fiscal year regardless of what FY your agency is set for.

NRS Participant/NRS Fundable – a student who is at least 16 at fiscal year intake, has at least 12 hours in the fiscal year and has an NRS approved assessment in the fiscal year..

NRS Reportable – a student who is an NRS Participant and has no other missing or conflicting data in the FY Summary that would prevent the student from being included correctly on the NRS reports.

Rollover - During the Rollover, the agency settings are updated to reflect data for the new fiscal year. This includes:

  • Assessments – Only students who have an NRS approved assessment within the current fiscal year will display level information. This includes both assessments dated within the new fiscal year and assessments that are ‘moved forward’ from the previous year. Students who do not have an assessment in the fiscal year will be ‘level not defined.’
  • Current Fiscal Year search (Student area and Staff area) – will return people who meet the Current FY criteria in the new reporting year.
  • Hours – The ‘Current FY Instruct Hours’ field will be updated to reflect hours in the new fiscal year.
  • FY Summaries – after the rollover, the prior year FY Summaries can no longer be updated. There are processes in place for students who obtain the GED after the rollover and for the data match imports that update only the specific portions of the prior year FY Summary that need to be changed. If there are additional updates needed to the prior year FY Summaries other than those noted above, there is a charge associated with making the custom updates.

Acronyms and Definitions

Final Notes

The data freeze and rollover dates will be posted on the User News page as soon as your state has finalized them. You can access the User News page from the Person Profile drop-down menu in LACES. You must have all current FY data into the system by the freeze date or it will not be counted on the NRS tables even though it will appear in the student record. As always, we welcome any questions you may have as you conduct your final data cleanups and reviews and prepare for rollover.

Summary fields will continue to display summary data for 19/20 and will not update based on 20/21 data until the rollover. The Current FY student selection will display students from 19/20 until the rollover.

Technical Support: Use the Tech Support form generated from the ? icon in the upper right hand corner of the database, or email at helpdesk@literacypro.com, or call at 1-888-714-9464