eTIGER and Early
Postsecondary Opportunities
TN Attendance Supervisors’ Conference
September 10, 2015
Bobby Sanborn and Patrice Watson, Division of College, Career and Technical Education
Session Outline
 Overview of CTE Data Reporting
 Reports from the Field on CTE
 The EIS and eTIGER Relationship
 Early Postsecondary Opportunities
 2015-16 Reporting Process for
Early Postsecondary
Overview of CTE Data
Reporting & Reports from
LEAs
Overview of CTE Data Reporting
• There are five major data reporting periods in the school year for LEAs
– Open Enrollment (January-February)
• Schools announce the CTE Programs of Study they will offer in the next school year
– Follow Up Reporting (February-March)
• Determining recently graduated CTE concentrators postsecondary status
– End of Year Reporting (May)
• Marking CTE Concentrators and attesting student rubric scores
– Data Review (July and October)
• Reviewing and attesting last year’s data in eTIGER
– Final Agreed Upon Performance Levels (FAUPL) Negotiations (November)
Reports from the Field
• Now that we have recently concluded a school year, and have begun
another one, we have found LEAs have several questions for us:
– Reporting student competencies takes a lot of time at the end of the year. What can
we do to make this process less time consuming?
– What is my role in data review? When I see data that is missing, or incorrect, how do I
fix it?
– What is this new SharePoint site? What do we review in there?
– I am missing a teacher, or a class, or a set of students in eTIGER. What went wrong?
– What changes do we have coming for this school year? Are there new postsecondary
opportunities for our students?
The EIS and eTIGER
Relationship
The EIS and eTIGER Relationship
But we can make everyone
happy, if we learn how
eTIGER and EIS work.
Sometimes eTIGER can feel frustrating to
a CTE Director, like it just won’t work.
The EIS and eTIGER Relationship
Assessment Division
• Assessment Results
LEA Reporting
• Class Performance
• Follow-up
• Program of Study
EIS
• Class Enrollment
• Teacher Data
• Student Data
• Earned Credits
• Cohort/Graduation
eTIGER
Perkins
CAR
Report
Other
Research Reports
CTE
School
Report Card
eTIGER Data Display (Instructor Class Listing)
EIS Search
Instructor Class Listing
Staff – Staff Assignment
Instructor Assignment Date
Staff – Staff Assignment
Course Code/ Local Class Number
Staff – Staff Assignment
Service School
Staff – Staff Assignment
Class Begin/End Date
Staff – Staff Assignment
eTIGER Data Display (Instructor Information)
EIS Search
Name
Staff (search)
Teacher License Number
Staff (search)
Gender
Staff (search) – Staff Assignments
Race & Ethnicity
Staff (search)
District/School
Staff (search)
eTIGER Data Display (Class Roster Screen)
EIS Search
Class Roster
Class - Student List
Student Class Assignment Date
Student - Class Schedule
Student Enrollment Date
Student (search)
Student Information
Student (search)
EIS Credit Earned
Research Queries – Student Final Grade List
eTIGER Data Display ( Student Information)
EIS Search
District/School
Student (search)
Name
Student (search)
Race & Ethnicity
Student (search)
Gender
Student (search)
Student State ID
Student (search)
Grade
Student (search)
Enrollment Date
Student (search)
eTIGER Data Display (CTE Student & Cohort Data)
EIS Search
Cohort Year
Student – Student Details
Graduation Completion Type
Student – Enrollment Information
Included in Cohort
EIS (cohort application data) – from Data Quality
Timeframe on eTIGER Changes
• For an eTIGER change to be completed and attested, it takes a few steps and a
few days.
– Unattest the class in eTIGER – 1 business day
– Once unlocked, make the necessary changes. Then save the data, which now turns pink to
show changes are pending – 1 business day
– Once no longer pending, then can attest the changes. The attest is pink since it is pending - 1
business day
– Finally, the CTE Director needs to certify all changes in all classes – 1 business day
Timeframe on eTIGER Changes
• Why does the process take so long?
– There is an overnight extract process with EIS for all changes to be saved.
– This applies to a SIS and to an application such as eTIGER.
– All changes need to be in by 3pm CST to appear next day.
• Therefore, this process could take up to a week or more to complete if changes aren’t
made in EIS in a timely manner.
Take-Aways
• eTIGER gets a vast majority of its data from EIS, which is funneled from the
Student Information Systems
• For successful end of year CTE Reporting and Data Review, EIS
Administrators and CTE Directors will need to work closely together to fix
any remaining issues
• Correcting information and attesting data in eTIGER can take days to
complete.
Early Postsecondary
Opportunities
TN Attendance Supervisors’ Conference
September 10, 2015
The world continues to change and today’s
students need much more to be able to succeed.
The reality
Tennessee students are struggling after high school.
If we fail to expand the ways in which we educate and prepare our students
for postsecondary education and the workforce, their future quality of life will
suffer, our communities will lose out on unrealized contributions, and the
impact on our various economies will be pronounced.
What is our goal?
ALL STUDENTS
HAVE ACCESS TO
EARLY
POSTSECONDARY
Importance of Early Postsecondary Opportunities
Early postsecondary opportunities allow students to:

Earn postsecondary credits in high school.

Become familiar with postsecondary learning expectations and requirements.

Develop confidence and study skills necessary for success in postsecondary
coursework.

Make more informed decisions about postsecondary plans and career goals.

Decrease the time and cost of completing a certificate or degree.
Students who participate in early postsecondary courses are
more likely to enroll and persist in college.
Early Postsecondary Opportunities in Tennessee
Course

Dual Enrollment

Local Dual Credit

Statewide Dual Credit

Advanced Placement (AP)

International Baccalaureate (IB)

College level Examination Program (CLEP)

Student Industry Certification (SIC)
Course
& Exam
Exam
2015-16 Reporting Processes
for Specific Early
Postsecondary Opportunities
Importance of Accurately Tracking and
Reporting Early Postsecondary Data
• Districts and the states will be able to distinguish the different types of early
postsecondary opportunities available to students,
• Identify where students have access to these opportunities and where greater
access is still needed, and
• Better understand how these opportunities help to create rigorous and
relevant pathways for students.
Overview of Specific Opportunities
Dual Enrollment: Postsecondary course, taught by postsecondary faculty or
credentialed adjunct faculty. Students are enrolled at the postsecondary
institution and earn postsecondary credit upon completion of the course.
Statewide Dual Credit: High school course aligned to Tennessee postsecondary
standards and challenge exam, developed by Tennessee secondary and
postsecondary faculty. Student who pass the exam earn credits that are accepted
by all Tennessee public postsecondary.
Local Dual Credit: High school course aligned to a local postsecondary
institution’s course and exam. Students who pass the exam earn credits that are
accepted and/or recognized by the local postsecondary institution.
Dual Enrollment:
2015-16 Reporting Process
Dual enrollment courses have been assigned high school course codes in order to
help facilitate course scheduling and accurate reporting. Guidance on selecting the
appropriate course code is outlined below.
General Education Courses:
 Titles reflect the course titles used at Tennessee postsecondary institutions.
 If a student is enrolled in a postsecondary course that has not been
assigned a unique secondary code, the general dual enrollment code for the
content area should be used.
CTE Courses:
 Titles reflect the approved 2015-16 CTE Programs of Study and can count
toward a student’s concentrator status.
 If a student is enrolled in a postsecondary course or program that does not
clearly align to a specific Program of Study, the dual enrollment code that
has been assigned to the Career Cluster should be used.
Important Points for Dual Enrollment Reporting
For reporting purposes, it is important to remember that these are
postsecondary courses and high school students are enrolled at the
partnering institution.
 The district determines whether or not to award high school credit and is
responsible for entering course information on the student’s high school
transcript.
 The physical location of the class does not affect the dual enrollment
course code that is used.
Overview of Specific Opportunities
Dual Enrollment: Postsecondary course, taught by postsecondary faculty or
credentialed adjunct faculty. Students are enrolled at the postsecondary institution
and earn postsecondary credit upon completion of the course.
Statewide Dual Credit: High school course aligned to Tennessee postsecondary
standards and challenge exam, developed by Tennessee secondary and
postsecondary faculty. Student who pass the exam earn credits that are accepted
by all Tennessee public postsecondary.
Local Dual Credit: High school course aligned to a local postsecondary institution’s
course and exam. Students who pass the exam earn credits that are accepted
and/or recognized by the local postsecondary institution.
Statewide Dual Credit:
2015-16 Reporting Process
• The statewide dual credit course must be identified with a “flag” because the
course code does not denote the statewide dual credit status.
• The department provides flagging instructions directly to the pilot coordinator
at each pilot site.
• Pilot coordinators work with their district SIS/EIS Coordinator to ensure that
the appropriate course section(s) are flagged as statewide dual credit.
• When flagging a course section as Statewide Dual Credit, the system requires
the user to select from a drop-down menu of postsecondary partner
institutions. The option for “statewide dual credit” should be selected for
statewide dual credit sections.
Overview of Specific Opportunities
Dual Enrollment: Postsecondary course, taught by postsecondary faculty or
credentialed adjunct faculty. Students are enrolled at the postsecondary
institution and earn postsecondary credit upon completion of the course.
Statewide Dual Credit: High school course aligned to Tennessee postsecondary
standards and challenge exam, developed by Tennessee secondary and
postsecondary faculty. Student who pass the exam earn credits that are accepted
by all Tennessee public postsecondary.
Local Dual Credit: High school course aligned to a local postsecondary institution’s
course and exam. Students who pass the exam earn credits that are accepted
and/or recognized by the local postsecondary institution.
Local Dual Credit:
2015-16 Reporting Process
• Local dual credit courses are reported using an existing high school course
code, and must be identified with a separate “flag” in order to denote the
local dual credit status.
• The school/district is responsible for identifying and flagging local dual credit
courses.
• When flagging a course section as Local Dual Credit, the system requires the
user to select from a drop-down menu of postsecondary partner institutions.
The postsecondary institution where the student has the opportunity to earn
credit should be selected from the list of options.
Contact Information
http://www.tn.gov/education/section/career-and-technical-education
Patrice Watson
Director of Early Postsecondary
[email protected]
(615) 532-2811
Bobby Sanborn
Executive Director, Divisional Support & Accountability
[email protected]
(615) 532-2846