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Definitions for CAESAR Colorado Adult Education System for Accountability and Reporting

This is an alphabetical list defining each field and the values (options/choices) for each field in CAESAR. The field that corresponds to each specific value from a dropdown menu is identified in red superscript next to the value.

These field and value definitions must be used by AEFLA programs to determine what should be entered in each field.

Click on a letter below to jump to the first word in the list beginning with that letter.


A B C D E F G H I J K L M N O P Q R S T U V W X Y Z


Accommodations

Materials or methods that help people with LD to complete tasks successfully. Reasonable accommodations must be provided by law to people with diagnosed disabilities.

Accommodations Provided

Student was provided with specific accommodations.

Address

Student's place of residence. Some out-of-state locations are available as values in the State field for students in correctional or other institutional programs ONLY. For such cases, the County field includes the value, "Out of State."

AHS

Adult High School. The function of the AHS button on the Assessment update screen is similar to the GED button. AHS completion is level completion only for students who entered at the High ASE level. You must also update the Goals screen: if student's goal is to Earn a Secondary School Diploma, update the "Goal Achieved" field to "Yes" and fill in the dates contacted and responded.

Assessment Record

Approved assessments are listed on the AEFLA Assessment Policy Web page. CAESAR will display as options only those assessments that correspond to the student’s enrollment type (ABE, ASE, ESL and EL/Civics). Select the assessment to record, the form and level administered, purpose (pre, post, progress for most assessments, level completion or goal for GED and AHS), date, and scale score. If the test is to be used to calculate student’s initial EFL or progress (level completion), mark the EFL calculation checkbox.

Attendance Record

Use the definition for "Quarterly Attendance Hours" as the guideline in determining if hours are countable. CAESAR cumulates the hours for each quarter and displays the total.

Quarterly Attendance Hours
Record quarterly the hours of instruction or instructional activity the learner receives from the program. Instructional activity includes any program-sponsored activity designed to promote student learning in the program curriculum such as classroom instruction, assessment, tutoring, or participation in a learning lab. Activities to count include: time in class receiving instruction; time in a learning lab, such as a computer lab; time spent with a program-sponsored tutor; and time on assessment activities, including initial assessment and follow-up tests, such as post-tests. Time should be reported as total hours, rounded to the nearest whole hour. Note that time spent on assessment can be counted only if the assessment is designed to inform placement decisions, assess progress or inform instruction. Time used to take GED tests, for example, should not be counted as instructional activity. Instructor or program staff keeps track of contact hours as they are provided. This information should be recorded in CAESAR on a regular basis. Weekly or monthly recording is recommended to reduce the possibility of error. Only those students whose attendance record shows 12 or more total hours are counted on Federal and State Tables (statistical reports).

Reason for Leaving
Select one main reason for leaving program, if known. Otherwise, select Unknown. If student has not left the program, select N/A. If other than N/A is selected, there must also be a date recorded in the Exit Date field. Leaving the program at the end of the program year or other natural breaking point in program’s calendar is not counted as program exit. Consider a student to have exited if they have left the program or have received no services for 90 consecutive days and have no scheduled services. Exit Date Enter the date that student ceased attending the program or the last known date of attendance, and record the Reason for Leaving.

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Birth Date

Student's date of birth. CAESAR compares entry date to birth date and generates an error message if student is under 16 at time of enrollment.

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Colorado County

If student's last school attended was in Colorado, complete this field. Leave blank if unknown. If student's last school attended was not in Colorado, the Colorado County field does not display.

Community Corrections Program Program Type

A community-based facility or halfway house.

Complete Work-based Project Primary Goal

Mandatory primary goal for Work-based Project learners (no secondary goal is selected). To count as having achieved the goal, the learner must demonstrate achievement of skills as measured by a standardized test or performance-based assessment with standardized scoring rubrics. The skills the learner is to attain as well as the method of assessment and standards for achievement must be established prior to offering the course. See also Work-based Project.

Completed Level

Displayed on the student's Summary Screen under Assessments

  • Completed Level
    Student completed initial EFL according to post test results.
  • Completed 2 or More Levels
    Student completed initial EFL and at least one higher EFL according to post test results.
  • Remains in Initial EFL
    Student did not complete initial EFL according to post test results.

Correctional Facility Program Type

Any prison, jail, reformatory, work farm, detention center, halfway house, community-based rehabilitation center, or any other similar institution designed for the confinement or rehabilitation of criminal offenders. Students in this category may have out of state addresses.

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Data Matching

Data matching is comparing records in two different databases to find matches that answer a specific question. CDE uses data matching with the Dept. of Labor and Employment's database to find out how many AEFLA students obtained, improved, or retained employment; and with the GED database to find out how many AEFLA students earned GED diplomas. For more information, download the Data Matching Q&A.

Delete

Check this box to exclude a student record from state and federal reports. Deleted records can still be accessed, viewed, modified, or activated (un-deleted).

Disabled Specific Status

Check this box if the student has a physical, mental, or learning disability that restricts one or more major life activities, such as walking, seeing, hearing, or learning. A disability should be recorded if it can be directly observed, is documented, or can be assessed through a valid assessment instrument or procedure designed to identify disabilities.

Disloc Worker = Dislocated Worker Specific Status

Designate a learner as dislocated if he or she has been laid off from a job or has received notice of impending layoff. Obtain this information from self report or documentation.

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Earn a Secondary School Diploma Primary Goal or Secondary Goal

Achieve sufficient skills and credit hours to earn a state accredited secondary diploma. Achievement of this goal is one of the core measures of progress collected by the U.S. Dept. of Education and reported to Congress.

Earn GED Diploma Primary Goal or Secondary Goal

Pass the tests of General Educational Development. The GED Diploma is awarded when a candidate receives a score of at least 410 on each of the five tests with an average score of 450 (or 2250 total points) on all five tests. Achievement of this goal is one of the core measures of progress collected by the U.S. Dept. of Education and reported to Congress.

EL/Civics Enrollment Type

ESL student who is funded fully or partially through EL/Civics grant funds.

Employed Labor Force

Students who work as paid employees, work in their own business or farm, or who work 15 hours or more per week as unpaid workers on a farm or business operated by a family member. Also included are students who are not currently working, but who have jobs or businesses from which they are temporarily absent.

Enrollment Type

Designate whether student is enrolled as ABE, ASE, ESL, or EL/Civics. Enrollment Type determines which assessments are available on the Assessments tab in edit mode.

Enter Postsecondary Education or Job Training Primary Goal or Secondary Goal

Achieve skills to enable enrollment in a postsecondary education program or job training program. Achievement of this goal is one of the core measures of progress collected by the U.S. Dept. of Education and reported to Congress.

Entry Date

Date of student's enrollment in program for current program year.

Ethnicity

Student's ethnicity as identified by student or by staff.

  • American Indian or Alaskan Native
  • Asian
  • Black or African American
  • Native Hawaiian or Other Pacific Islander
  • Hispanic or Latino
  • White

Exit Date

Enter the date that student ceased attending the program or the last known date of attendance, and record the Reason for Leaving.

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Family literacy

A program that focuses on literacy for both parents and children or the adult education component of such a program. Do not use for programs that provide intergenerational activities within an adult education or ESL context but that do not focus on family literacy.

First Language

Student's first or native language. If none of the listed languages apply, select Other. For Native American students whose first language is a Native language that is not listed, select Other Native American.

  • Albanian
  • Amharic
  • Arabic
  • Armenian
  • Bulgarian
  • Chinese
  • English
  • Farsi
  • French
  • German
  • Hmong
  • Indonesian
  • Khmer
  • Korean
  • Lahu
  • Lao
  • Mongolian
  • Oromo
  • Polish
  • Portuguese
  • Russian
  • Serbo-Croat/Bosnian
  • Somali
  • Spanish
  • Tagalog
  • Thai
  • Tigrinya
  • Vietnamese
  • Other

Native American Languages

  • Chiricahua Apache
  • Jicarila Apache
  • Keresan
  • Lakota
  • Mescalero Apache
  • Navajo
  • Pueblo
  • Southern Tewa
  • Southern Ute
  • Tano
  • Tewa
  • Ute Mountain Ute
  • Western Apache
  • Zuni
  • Other Native American

Follow-up (on Goals tab)

  • Date Contacted
    Record the date that program contacted student to find out if goal was achieved.
  • Date Responded
    Record the date that response was received from student regarding attainment of goal. Record the date even if the response is "No".
  • Primary Goal Achieved or Secondary Goal Achieved
    For goals that require follow-up, enter Yes or No as appropriate. The goals to which this applies are:
    Earn a Secondary School Diploma, Enter Postsecondary Education or Job Training, Increase Involvement in Children's Education, and Increase Involvement in Children's Literacy Activities.

From One Stop

Check if student was referred to program by one of the local or regional Workforce or Career Centers.

Funding

Identify one significant source of other funding if applicable.

  • Business/Industry/Employer/Workplace
  • Community College
  • Dept. of Human Services
  • Employment First
  • Even Start (NCLB Title 1 Part B subpart 3)
  • NCLB (other than Even Start)
  • Foundations/Donations>
  • Head Start
  • Probation/Corrections
  • School District/PPOR (not countable for AEFLA) See PPOR Policy
  • Tuition
  • United Way
  • Vocational Rehabilitation
  • Welfare to Work
  • Workforce Title I-Adult
  • Workforce Title II-Youth
  • Other (other significant source of funding not listed above)
  • N/A (student is not funded through significant source other than AEFLA)

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Gender

M=Male, F=Female

Goals Record

Primary Goal and Secondary Goal
Learner’s self-identified main and secondary reasons (goals) for attending the class or program. At intake, learner identifies one main and, as appropriate, one secondary reason for attending the program or class. All students must select at least one goal; but it is not necessary to have a secondary goal with one exception: if student’s primary goal is Obtain a Job, a secondary goal of Retain Current Job is automatically assigned by CAESAR.

Program staff should assist students in selection of goal(s) that are attainable within the program year based on students’ current skill levels, program’s focus, and the intensity and duration of the program’s instruction. Goal selection is important, since program performance is assessed by comparing students’ outcomes to their stated goals. Students’ primary and secondary goals determine how learners are to be counted for core outcome measures.

Definition of Goals
Those goals marked with asterisks are Follow-up Goals, those with double asterisks are follow-up goals on which CDE performs data matching. Programs must conduct follow-up after the student has left the program with students who have follow-up goals (single asterisks) in order to ascertain whether the student has achieved the goal(s). The employment related goals have specific time frames within which to collect information on follow-up measures; the other follow-up measures can be collected any time within the reporting period.

  • Obtain a Job**
    Obtain full or part time paid employment. Only unemployed students may have this primary goal; it is not to be used as student’s secondary goal. Goal Achieved field and Date Contacted/Responded fields will not be displayed for this goal.
  • Improve Employment**
    Upgrade skills to enable promotion, pay raise, or retention of current job. Only employed students may have this goal.
  • Retain Current Job**
    Upgrade skills to enable retention of current job. If Obtain a Job is student’s primary goal, then Retain Current Job is automatically selected as their secondary goal. Goal Achieved field and Date Contacted/Responded fields will not be displayed for this goal.
  • Earn a Secondary School Diploma*
    Achieve sufficient skills and credit hours to earn a state accredited secondary diploma. Program must conduct survey to follow up on this goal, and complete the Achieved, Date Contacted, and Date Responded fields in CAESAR.
  • Earn GED Diploma**
    Pass the tests of General Educational Development. Goal Achieved field and Date Contacted/Responded fields will not be displayed for this goal.
  • Enter Postsecondary Education or Job Training*
    Achieve skills to enable enrollment in a postsecondary education program or job training program. Program must conduct survey to follow up on this goal, and complete the Achieved, Date Contacted, and Date Responded fields in CAESAR.
  • Improve Basic Literacy Skills
    Improve overall basic literacy skills. CAESAR will mark the student’s goal as achieved if level completion occurs.
  • Improve English Skills
    Improve overall skills in the English language (e.g., speaking, reading, writing). For ESL students only. CAESAR will mark the student’s goal as achieved if level completion occurs.
  • Increase Involvement in Children’s Education
    For students in programs that include a focus on family literacy or intergenerational activities. Achieve skills needed to help more frequently or more effectively with homework, increase or improve contact with children’s teachers, and/or participate more often or more effectively in children’s school activities. Program must indicate whether or not student achieves this goal based on observation or student self-report. No survey is required.
  • Increase Involvement in Children’s Literacy Activities
    For students in programs that include a focus on family literacy or intergenerational activities. Achieve skills needed to participate with children more often or more effectively in literacy-related activities such as reading to children, visiting a library and/or providing reading materials in the home. Program must indicate whether or not student achieves this goal based on observation or student self-report. No survey is required.
  • Complete Work-based Project
    Mandatory primary goal for Work-based Project learners (no secondary goal is selected). To count as having achieved the goal, the learner must demonstrate achievement of skills as measured by a standardized test or performance-based assessment with standardized scoring rubrics. The skills the learner is to attain as well as the method of assessment and standards for achievement must be established prior to offering the course. Program must indicate whether or not student achieves this goal based on criteria appropriate to the goal, as established in collaboration with the employer. No survey is required.
  • Other Personal Goal
    Any other goal related to instruction with a clearly definable outcome (such as passing the driver’s license test). Program must indicate whether or not student achieves this goal based on criteria appropriate to the goal. No survey is required.
  • None
    Applies only to Secondary Goal, which is optional unless Primary Goal is to obtain a job or complete work-based project.

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Highest School Year Completed

The last grade of school that student completed. If student never attended or attended less than a year, select 0 (zero). Leave blank if unknown.

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Improve Basic Literacy Skills Primary Goal or Secondary Goal

Improve overall basic literacy skills. For ABE/ASE students and High Intermediate or Advanced ESL students.

Improve English Skills Primary Goal or Secondary Goal

Improve overall skills in the English language (e.g., speaking, reading, writing). For ESL students only.

Improve Employment Primary Goal or Secondary Goal

Upgrade skills to enable promotion, pay raise, or retention of current job. Only employed students may have this goal.

Increase Involvement in Children's Education Primary Goal or Secondary Goal

For students in programs that include a focus on family literacy or intergenerational activities. Achieve skills needed to help more frequently or more effectively with homework, increase or improve contact with children's teachers, and/or participate more often or more effectively in children's school activities.

Increase Involvement in Children's Literacy Activities Primary Goal or Secondary Goal

For students in programs that include a focus on family literacy or intergenerational activities. Achieve skills needed to participate with children more often or more effectively in literacy-related activities such as reading to children, visiting a library and/or providing reading materials in the home.

Initial EFL

CAESAR generates student's EFL based on pre-test score. Check the box that asks "Use this test for EFL calculation?" on the Assessments Screen to generate initial EFL.

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Labor Force

Student's employment status at time of entry into the program as identified by the student or by staff based on documentation from a referring agency.

  • Employed
    Students who work as paid employees, work in their own business or farm, or who work 15 hours or more per week as unpaid workers on a farm or business operated by a family member. Also included are students who are not currently working, but who have jobs or businesses from which they are temporarily absent.
  • Unemployed
    Students who are not working but are seeking employment, have made specific efforts to find jobs and are available for work.
  • Not in the Labor Force
    Students who are not employed and are not seeking employment.

Learning Disabilities Record

Federal Report
If the LD checkbox is marked, CAESAR will display a Federal Report field. Mark any or none of the boxes as applicable. This information is collected for Colorado’s year-end report to the U.S. Dept. of Education.

Colorado Report
Regardless of whether the LD checkbox is marked, CAESAR will display a Colorado Report field. Mark “Yes” or “No” to indicate whether the student has been screened for LD according to Colorado LD training guidelines. If accommodations have been or are currently being provided during the program year, mark the Accommodations Provided checkbox. This information was optional in FY05, but is required in FY06.

Learning Disabled Specific Status

Learner with an IQ in the low-average and above level (70+ to any level) who has deficits (related to neurological impairments) in capacity in defined limited learning areas; this can include dyslexia (reading disability), dysgraphia (writing disability), and dyscalculia (math disability). The learner also has a history of previous educational efforts.

Location of Last School

Designate whether student's last school attended was in Colorado, Outside Colorado, or Not in the U.S. If Colorado was the location of the last school student attended, also complete the Colorado County field. Leave blank if unknown.

Low Income Specific Status

Check box if it can be determined that student has low income status (total family income is no more than 70% of the federal income standard for a family of his or her family size). To determine the standard, you will need both of these documents:

Instructions on determining the income level and using the tables:
Federal Register Notice of 2008 Lower Living Standard Income Level (LLSIL)

Corrections to tables:
Corrections to LLSIL tables (In the Federal Register of April 25, 2008, FR Doc. E8–9076 on pages 22439 and 22441, replace Table 4 and Table 5 with the following...)

Note: Homeless learners or learners in families receiving cash assistance such as TANF or food stamps are automatically considered low income.

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Name

Last, First, Middle. No spaces or punctuation in first and middle name fields. Middle name is optional.

Not in the Labor Force Labor Force

Students who are not employed and are not seeking employment.

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Obtain a Job Primary Goal

Obtain full or part time paid employment.

Other Institutional Program Program Type

Any other medical or special institution. Students in this category may have out of state addresses.

Other Personal Goal Primary Goal or Secondary Goal

Any other goal related to instruction with a clearly definable outcome (such as passing the driver's license test).

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Phone

Student's phone number, or a phone number where student can be contacted.

Primary Goal and Secondary Goal

Learner’s self-identified main and secondary reasons (goals) for attending the class or program. At intake, learner identifies one main and, as appropriate, one secondary reason for attending the program or class. All students must select at least one goal; but it is not necessary to have a secondary goal with one exception: if student’s primary goal is Obtain a Job, a secondary goal of Retain Current Job is automatically assigned by CAESAR.

Program staff should assist students in selection of goal(s) that are attainable within the program year based on students’ current skill levels, program’s focus, and the intensity and duration of the program’s instruction. Goal selection is important, since program performance is assessed by comparing students’ outcomes to their stated goals. Students’ primary and secondary goals determine how learners are to be counted for core outcome measures.

Those goals marked with asterisks are Follow-up Goals, those with double asterisks are follow-up goals on which CDE performs data matching. Programs must conduct follow-up after the student has left the program with students who have follow-up goals (single asterisks) in order to ascertain whether the student has achieved the goal(s). The employment related goals have specific time frames within which to collect information on follow-up measures; the other follow-up measures can be collected any time within the reporting period.

  • Obtain a Job**
    Obtain full or part time paid employment. Only unemployed students may have this primary goal; it is not to be used as student’s secondary goal. Goal Achieved field and Date Contacted/Responded fields will not be displayed for this goal.
  • Improve Employment**
    Upgrade skills to enable promotion, pay raise, or retention of current job. Only employed students may have this goal.
  • Retain Current Job**
    Upgrade skills to enable retention of current job. If Obtain a Job is student’s primary goal, then Retain Current Job is automatically selected as their secondary goal. Goal Achieved field and Date Contacted/Responded fields will not be displayed for this goal.
  • Earn a Secondary School Diploma*
    Achieve sufficient skills and credit hours to earn a state accredited secondary diploma. Program must conduct survey to follow up on this goal, and complete the Achieved, Date Contacted, and Date Responded fields in CAESAR.
  • Earn GED Diploma**
    Pass the tests of General Educational Development. Goal Achieved field and Date Contacted/Responded fields will not be displayed for this goal.
  • Enter Postsecondary Education or Job Training*
    Achieve skills to enable enrollment in a postsecondary education program or job training program. Program must conduct survey to follow up on this goal, and complete the Achieved, Date Contacted, and Date Responded fields in CAESAR.
  • Improve Basic Literacy Skills
    Improve overall basic literacy skills. CAESAR will mark the student’s goal as achieved if level completion occurs.
  • Improve English Skills
    Improve overall skills in the English language (e.g., speaking, reading, writing). For ESL students only. CAESAR will mark the student’s goal as achieved if level completion occurs.
  • Increase Involvement in Children’s Education
    For students in programs that include a focus on family literacy or intergenerational activities. Achieve skills needed to help more frequently or more effectively with homework, increase or improve contact with children’s teachers, and/or participate more often or more effectively in children’s school activities. Program must indicate whether or not student achieves this goal based on observation or student self-report. No survey is required.
  • Increase Involvement in Children’s Literacy Activities
    For students in programs that include a focus on family literacy or intergenerational activities. Achieve skills needed to participate with children more often or more effectively in literacy-related activities such as reading to children, visiting a library and/or providing reading materials in the home. Program must indicate whether or not student achieves this goal based on observation or student self-report. No survey is required.
  • Complete Work-based Project
    Mandatory primary goal for Work-based Project learners (no secondary goal is selected). To count as having achieved the goal, the learner must demonstrate achievement of skills as measured by a standardized test or performance-based assessment with standardized scoring rubrics. The skills the learner is to attain as well as the method of assessment and standards for achievement must be established prior to offering the course. Program must indicate whether or not student achieves this goal based on criteria appropriate to the goal, as established in collaboration with the employer. No survey is required.
  • Other Personal Goal
    Any other goal related to instruction with a clearly definable outcome (such as passing the driver’s license test). Program must indicate whether or not student achieves this goal based on criteria appropriate to the goal. No survey is required.
  • None
    Applies only to Secondary Goal, which is optional unless Primary Goal is to obtain a job or complete work-based project.

Program for the Homeless Program Type

A program designed for homeless adults. Homeless adults are adults lacking a fixed, regular nighttime residence or have a residence which is (1) a publicly supervised or privately operated shelter designed to provide temporary living accommodations (including welfare hotels, congregate shelters and transitional housing for the mentally ill); (2) an institution that provides temporary residence for individuals intended to be institutionalized; or (3) a public or private place not designed for, or ordinarily used as, a regular sleeping accommodation for human beings. The term homeless adult does not apply to any individual imprisoned or otherwise detained pursuant to an Act of Congress or a State law.

Program Type

Identify the specific type of program based on the following definitions if applicable.

  • Family Literacy
    A program that focuses on literacy for both parents and children or the adult education component of such a program. Do not use for programs that provide intergenerational activities within an adult education or ESL context but that do not focus on family literacy.
  • Workplace Literacy
    An educational program designed to improve the productivity of the workforce through the improvement of literacy skills that is offered by an AEFLA-funded program in collaboration with an employer or an employee organization at a workplace, at an off-site location, or in a simulated workplace environment.
  • Program for the Homeless
    A program designed for homeless adults. Homeless adults are adults lacking a fixed, regular nighttime residence or have a residence which is (1) a publicly supervised or privately operated shelter designed to provide temporary living accommodations (including welfare hotels, congregate shelters and transitional housing for the mentally ill); (2) an institution that provides temporary residence for individuals intended to be institutionalized; or (3) a public or private place not designed for, or ordinarily used as, a regular sleeping accommodation for human beings. The term homeless adult does not apply to any individual imprisoned or otherwise detained pursuant to an Act of Congress or a State law.
  • Correctional Facility
    Any prison, jail, reformatory, work farm, detention center, or any other similar Federal, State, or local institution designed for the confinement or rehabilitation of criminal offenders. Students in this category may have out of state addresses.
  • Community Corrections Program
    A community-based facility or halfway house.
  • Other Institutional Program
    Any other medical or special institution. Students in this category may have out of state addresses.
  • Work-based Project

    An instructional or training course in partnership with a local employer that has at least 12 hours and no more than 30 hours of scheduled instruction and is designed to teach work-based literacy skills.

    • Participant's primary goal is to "complete work-based project", secondary goal is "none"
    • The skills the student is to learn, as well as the method for assessing these skills and the standards for achievement, must be stated prior to beginning the course
    • To count as having completed the goal, the learner must demonstrate achievement of the skills at the level of the agreed upon standard
    • The assessment must be either a standardized test or performance-based assessment with standardized scoring rubrics
    • In addition to the project- or skill-specific assessment, students must be pre-tested and assigned an initial EFL. Work-based students will not be counted against programs' level completion rate
    • Work-based project learners are not counted on federal tables 1-4, but are counted on federal tables 6, 11, and 12
  • None of the Above
    For ABE, ASE, and ESL programs that neither specifically focus on the services described above nor focus on services to the populations described above.

Public Assistance Specific Status

(If this box is checked, the Low Income box will automatically be checked.) Check if the student is receiving any of the following forms of financial assistance from public agencies as reported by the student or from documentation from a referring agency:

  • Temporary Assistance to Needy Families (TANF) or equivalent general assistance
  • Food Stamps
  • Refugee Cash Assistance
  • Old Age Assistance
  • Aid to the Blind or Disabled

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Quarterly Attendance Hours

Record quarterly the hours of instruction or instructional activity the learner receives from the program. Instructional activity includes any program-sponsored activity designed to promote student learning in the program curriculum such as classroom instruction, assessment, tutoring, or participation in a learning lab. Activities to count include: time in class receiving instruction; time in a learning lab, such as a computer lab; time spent with a program-sponsored tutor; and time on assessment activities, including initial assessment and follow-up tests, such as post-tests. Time should be reported as total hours, rounded to the nearest whole hour. Note that time spent on assessment can be counted only if the assessment is designed to inform placement decisions, assess progress or inform instruction. Time used to take GED tests, for example, should not be counted as instructional activity. Instructor or program staff keeps track of contact hours as they are provided. This information should be recorded in CAESAR on a regular basis. Weekly or monthly recording is recommended to reduce the possibility of error. Only those students whose attendance record shows 12 or more total hours are counted on Federal and State Tables (statistical reports).

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Reason for Leaving

Select one main reason for leaving program, if known. Otherwise, select Unknown. If student has not left the program, select N/A. If other than N/A is selected, there must also be a date recorded in the Exit Date field. Leaving the program at the end of the program year or other natural breaking point in program's calendar is not counted as program exit. Consider a student to have exited if they have left the program or have received no services for 90 consecutive days and have no scheduled services.

Residency

  • Rural
    Student resides in a place with a population of less than 2,500 and outside an urbanized area. An urbanized area includes a population of 50,000 or more in a city and adjacent areas of high density; i.e., a place with a population of less than 2,500 and not near any metropolitan area with a population greater than 50,000.
  • Non-rural/Urban
    Student resides in a place other than described above.

Retain Current Job Secondary Goal

Upgrade skills to enable retention of current job. If Obtain a Job is student's primary goal, then Retain Current Job is automatically selected as their secondary goal.

Remains in Initial EFL Completed Level

Student did not complete initial EFL according to post test results. This is displayed on the Student's Summary screen under Assessments.

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School District/PPOR Funding

Check if student is counted for PPOR (Per Pupil Operating Revenue) from the local school district. Students who generate PPOR are NOT countable as AEFLA students, and will NOT be counted on state and federal reports. See PPOR Policy.

Screened for Possible LD

Program collected information from student that might point to a possible learning disability, with the aid of the Washington 13 or other recommended screening tool. (Not the 3 pre-screening questions that all students should be asked upon intake.)

Secondary Goal

Secondary goals are optional but if selected are subject to the same follow-up requirements as Primary Goal. See Primary Goal and Secondary Goal.

Single Parent Specific Status

Check if the student has sole custodial support of one or more dependent children as determined by self report or documentation.

Site

Optional code assigned by local program. May be designated to correspond to physical site(s), specific classes, instructors, or other program defined designations. Numeric only, up to four digits.

Soc Sec Nbr = Social Security Number

Key field (cannot be changed or modified once record has been completed and saved). If student does not provide a Social Security number, program should generate a student ID number with 000 as first three digits. (This is to avoid inadvertently assigning an actual SSN as a student ID number. No valid SSN will ever begin with 000. For more information, see SSN Allocations information on the U.S. Social Security Administration's Web site.) You may save the record immediately after entering the SSN to make sure it’s not a duplicate number. If it’s a duplicate, CAESAR will display “Duplicate Record. This Social Security Number is already in the system”, and allow you to change the number. If it is not a duplicate, CAESAR will prompt you to enter information in the next required field.

SSN Form Signed

Check “Yes” if student has signed the SSN Disclosure Consent Form. Only students with employment goal(s) who have provided their Social Security numbers and have a signed SSN Disclosure Consent Form on file will be included in data matching with the Colorado Dept. of Labor and Employment.

Student Type

  • New
    Never enrolled or previously enrolled 2 or more years prior to current program year.
  • Continuing
    Enrolled in previous program year and received at least 12 hours of instruction. Continuing students may use the previous year's post-test as the current year's pre-test.
  • Returning
    Enrolled during past 1 or 2 program years, with 6 months or more break in attendance between then and current program year. Cannot use previous years' post-test as pre-test.

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Unemployed Labor Force

Students who are not working but are seeking employment, have made specific efforts to find jobs and are available for work.

Use this test for EFL calculation?

Check this box if test is to be used as student's pre-test for assigning initial EFL or if test is to be used as student's post-test for determining level completion.

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Work-based Project Program Type

  • An instructional or training course in partnership with a local employer that has at least 12 hours and no more than 30 hours of scheduled instruction and is designed to teach work-based literacy skills
  • Participant's primary goal is to "complete work-based project", secondary goal is "none"
  • The skills the student is to learn, as well as the method for assessing these skills and the standards for achievement, must be stated prior to beginning the course
  • To count as having completed the goal, the learner must demonstrate achievement of the skills at the level of the agreed upon standard
  • The assessment must be either a standardized test or performance-based assessment with standardized scoring rubrics
  • In addition to the project- or skill-specific assessment, students must be pre-tested and assigned an initial EFL. Work-based students will not be counted against programs' level completion rate.

Workplace Literacy Program Type

An educational program designed to improve the productivity of the workforce through the improvement of literacy skills that is offered by an AEFLA-funded program in collaboration with an employer or an employee organization at a workplace, at an off-site location, or in a simulated workplace environment. This is a broader category than Work-based Project.

For additional information or technical assistance,
contact Debra Fawcett at: 303.866.6914; fawcett_d@cde.state.co.us

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