Linking Attendance To The Master Schedule

Impact1Here's an email sent out by Bob Runcie about IMPACT, how it's linking attendance and master schedules, and apparent gaming of the system that is still going on. 
Thanks to an anonymous reader for sending it along -- fascinating stuff.  Keep on sending things!

TO: High School Schedulers
Cc: Robert W. Runcie, Chief Information Officer
    David Gilligan, Chief Officer, Office of High
School Programs
    High School Principals
    High School AIOs
    William Miceli, Director, Student Scheduling
    Ed Klunk, Consultant

FROM: IMPACT
DATE: October 23, 2007
RE:   Status of IMPACT

The IMPACT team knows that schedulers, in particular,
have put in many hours to create meaningful and
appropriate student schedules. In an effort to improve
your use of IMPACT and make your job more efficient,
the IMPACT team would like to share some insights we
have discovered over the last few weeks.
Historically, when the master schedule was built in
Legacy SI and when attendance was taken on paper,
there was no immediate connection between scheduling
and attendance. However, one of the important
connections we have made in IMPACT is that the master
schedule has a HUGE impact on the school's attendance
rate. Below are some instances where scheduling may
affect your school's attendance rate:

Recording Attendance
Bell schedules, meeting patterns, and day types all
affect the recording of attendance. If your school
changes its day type, please notify the IMPACT team so
that the daily attendance code calculation can be
modified to match.

Example: Double-Period Classes
In one circumstance, school A created a meeting
pattern so that teachers with double-period classes
did not have to take attendance during the second
period of the class. School B, with the same meeting
pattern, set up double-period classes so that teachers
did take attendance during the second period of the
class. Unfortunately, in school A, the lack of
attendance during that second period resulted in the
school.s attendance rate dropping to the 20th
percentile.

Example: Homerooms
In order to avoid the 15-minute wait for new student
enrollment, school C created dummy homerooms.
Unfortunately, these dummy homerooms reflected 0%
attendance on that school's September monthly summary,
driving that school's attendance rate into the 20th
percentile.

Adding/Dropping vs. Transferring
When you add/drop classes for a student, the system
calculates that student's attendance based on only six
classes;therefore,IMPACT calculates his attendance as
AUHD (absence unexcused half-day). In these cases,
until the scheduler fixes his schedule, the attendance
coordinator must overwrite that student's attendance
to give him credit for a full day. More instructions
on how to do this are posted at
http://impact.cps.k12.il.us/publications.asp

Being Precise
Because CPS had a paper-based attendance system, there
used to be situations where schools 'loosely' followed
the rules. The main example was the rule that all
students must be scheduled for three hundred minutes
of instruction. Now, IMPACT does not overlook these
rules; the system will correctly calculate the
attendance for these students as AUHD (absence
unexcused half-day). Please know that if you override
this code when you know a student is not in school for
three hundred minutes, you are  falsifying an official
Board document.

The IMPACT team is working with individual schools to
identify and correct these issues. The September
monthly summary will not be declared 'official' until
the Office of Compliance and the IMPACT team are
certain that every school's attendance rate has been
correctly recorded.

If you have any question about these processes, please
contact the IMPACT Help Desk, Monday through Friday,
from 7 a.m. to 5 p.m., at (773) 553-3925, option 2.
You may also e-mail questions to impact@cps.k12.il.us.

Thank you for your hard work and dedication.

IMPACT

Filed under: 125 S. Clark Street

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