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Results Matter Account Management

Structuring and Naming Classes and Sites

The online systems for the assessments in Results Matter typically use a hierarchical structure for organizing subscriptions:

  • Organization Level (CDE)
    • Program Level (Organization/Subscriber)
      • Site Level (Individual Buildings/Centers)
        • Class Level
          • Child Level

Sites within your subscription should generally reflect individual buildings/schools. Classes should reflect individual classes within those buildings.

  • Exception 1: Home visitation programs.
    Programs with home visitation services should create a separate site with the words “Home Visitation” somewhere in the site name. This will aid in reporting since Home Visitation is not a funding source .
  • Exception 2: Teacher Transfer Sites.
    It is okay to keep these as individual sites.

  • Do not create multiple classes to distinguish different sites, or multiple sites for the same school. Again, differences in sites/buildings should be reflected at the site level. If you find this difficult, please contact Results Matter staff for assistance.

  • Site names should typically reflect the actual school name, e.g., “ABC Elementary”. Class names can be up to you but please use something that will allow you to easily distinguish classes in reports, and do not use the same class name more than once within a site.

Organizing Subscriptions for Community Providers Who Contract with a School District

Districts who contract out preschool slots to non-public schools and Head Start programs have several options for organizing subscriptions. One option is for community providers to maintain their own subscription with district/BOCES staff listed as co-administrators. Another option is for districts and/or BOCES to partner with community providers to maintain one subscription. 

Often, the single subscription is more efficient, especially for district/BOCES administrators who would only need to generate reports once, not twice with two separate subscriptions. It is also cleaner for community providers who wish to implement authentic assessment for all children in their program, not just state-funded preschoolers, since teachers would otherwise need two separate user accounts and workflows for a single classroom.

In this umbrella subscription model, district/BOCES administrators can delegate assessment administrator roles at the site level to specific center directors. Community providers can pay the assessment vendor directly for their share of portfolios, or districts/BOCES can pay the total portfolio cost for the whole subscription and invoice community providers. 

In the multiple subscription model, district/BOCES administrators are still responsible for ensuring assessment completion for state-funded preschoolers regardless of setting. Most assessment tools allow a user to have administrator privileges over more than one assessment subscription.

Contact Results Matter staff for further advice.

Administrator Responsibilities

Users with administrative roles in the online systems are responsible for several tasks in order to implement authentic assessment with fidelity and ensure staff are on track to meet checkpoint deadlines. Local providers can delegate and team on these tasks.

School districts who contract out preschool positions and services for state-funded children to community partners: remember, these are still your children. The school district is ultimately responsible for assessment and reporting for state-funded children regardless of where they are served. See the section above, Organizing Subscriptions for Community Providers Who Contract with a School District, for more information.

Monitoring Tasks

  • Monitor completion of required courses and inter-rater reliability certification
  • Add/update/deactivate user accounts
  • Monitor child record data entry
    • Ensure that all children required to be assessed — children funded by CPP and preschool special education — have an active assessment portfolio
    • Ensure child record details, especially funding sources and demographics, are accurate and complete
    • Spot check at least once several weeks after fall enrollment period and again during winter to account for children who enrolled late
    • Ensure preschool and kindergarten portfolios are entered in the correct license
    • (GOLD® only) Update colored bands as needed
  • Monitor documentation quality and quantity
    • Generate documentation status reports during each checkpoint period to make sure teachers are uploading documentation online. By the end of each period, you should see at least one piece of documentation for each assessment objective for each child, meaning the teacher has some evidence to support her rating. See Documentation Policies for more strategies on using documentation and the rationale for uploading.
    • Spot check documentation for quality. Remember, documentation should be brief, factual, objective, relevant to the tagged objective, and meaningful enough to support a reliable rating.
  • Monitor assessment rating completion
    • Ensure complete, finalized data for all children at the end of each checkpoint period. It is recommended to generate assessment rating completion reports a few times during the checkpoint window to ensure staff are on track for completing ratings so they are not rushed at the end of the assessment period. Note: children who enroll late, fewer than six weeks/30 days before the end of the period, should not be rated until the following period.
    • Spot check correspondence between documentation and ratings as on ongoing reliability check. This can provide more information than the documentation tally alone.
    • Monitor use of Not Yet verses Observed in GOLD® Appendix. This rating cannot be used during the IEP/service entry and exit periods for preschoolers with disabilities.
    • Monitoring for (GOLD®) Checkpoint Completion for more information on using the Assessment Status Report.
  • Oversee OSEP Preschool Outcomes entry and exit procedures (programs with preschoolers on IEPs only)

During each checkpoint period, state staff will also monitor reports and follow up with individual programs to ensure they are on track. More in-depth training on these monitoring tasks is available in the PDIS course entitled “How to Use Child Assessment Data to Achieve Positive Outcomes: Administrator Focus.”

Important Considerations

  • What feedback loops with teachers need to be in place in regards to monitoring?
  • What methods will be used for collecting documentation?
  • Which staff will enter/finalize ratings?
  • Who will manage child records (new records, transfers, archives, OSEP exits)?
  • What strategies will be used to foster a culture of data use? (e.g., periodic data dialogues, reflective supervision, peer learning communities, preschool and kindergarten data sharing)
  • How will data be shared with kindergarten staff?
  • How will district administrators monitor assessment completion and results for children with services contracted to non-public schools?
  • What supports do new community partners need from district staff?
  • Who is responsible for renewing assessment subscriptions?
  • How will data privacy and security measures be implemented?
  • Who has what level of access to data — especially third parties?
  • Will optional features/areas of the online system be used? (e.g., planning forms, family portals)
  • Will optional assessment items be used? (e.g., English Language Acquisition)
  • If the current Administrator is leaving their role, what procedures are in place to orient a  new Administrator?

Subscription Purchases/Renewals

Programs who wish to apply for using one of the approved assessment tools under the Results Matter umbrella should use these links. New programs will need to complete a brief phone interview.

CDE has negotiated discounted portfolio costs with the assessment publishers for programs participating under the state umbrella license. However, districts/programs establish contracts directly with assessment vendors and negotiate their individual contract. CDE does not accept payment or paperwork for assessment system subscriptions.

Directors who find they need more portfolios than initially requested, such as when children unexpectedly enroll later in the year, may contact their vendor mid-year for a contract amendment. It is usually just a matter of paying for additional portfolios and signing similar paperwork.

Child assessment portfolio purchases are an allowable use of per-pupil revenue (PPR) for local school districts and community providers contracting with a district.

Annual subscriptions expire near the end of July. Assessment subscriptions must be renewed annually in the spring/summer. You must have at least begun the renewal process with your vendor prior to the summer expiration date in order to avoid being locked out of your account.

When renewing your subscription, please follow Results Matter-specific instructions, which are typically communicated in early spring. Be sure the vendor knows you are an existing subscriber under Results Matter in order to continue using the same account as before and continue receiving the discounted portfolio cost.

Any programs experiencing delays in the renewal process should contact Results Matter staff for help.

User Accounts

Creating a Unique User Account

Your user account should be yours and yours alone. It is prohibited to share user accounts or passwords with anybody else. 

Associate your user name with a private email address that only you can access. Do not use the same email address for all staff at one program.

Duplicate User Accounts

In general, please avoid assigning duplicate user accounts as this creates serious data quality risks. Please take some time before the start of each school year to clean up duplicate user names including disabled/inactive accounts. The online systems usually have a filter for disabled/inactive accounts.

  • Exception – Teacher at Multiple Sites:
    Users who need to be set up as a teacher at more than one site may need to maintain separate user accounts for each site.
  • A single user account can usually be set up for administrator access across multiple programs/sites. Contact Results Matter staff for further assistance.

Staff Departures/User Account Transfers

DO NOT DELETE USER ACCOUNTS unless specifically authorized by Results Matter staff. Instead, when staff leave your program/district, please immediately disable/deactivate their user account. Deleting removes records of completing inter-rater reliability certification and other courses. It is essential to preserve this information in case teachers move to a different program. 

If you need to transfer a user account from another program, please have the staff member complete our transfer request form and return to CDE. When staff records are transferred to a new program, the user account will remain temporarily disabled. It is the responsibility of the program administrator to reactivate the account and provide the new staff member with the desired level of access.

For organizational purposes, it is recommended to create a separate “Teacher Transfer Site” in which to house user accounts that you have disabled or user accounts that CDE will transfer to you. If you have disabled user accounts you no longer wish to store, please let CDE know and they can be moved to another area of the system.

If a staff member returns to your employment after their user account has already been moved out of your subscription, notify CDE and the user account can be restored.

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