The Management Information System (MIS) Support Project has a range of resources that provide options for professional development and ongoing support for collecting and using data from the eData (v2) system and Access Database Template. MIS Support staff are available to agency staff to:
- Assist with effective data entry, collection and use (both quantitative and qualitative data);
- Provide consultation on eData issues;
- Assist programs with reviewing qualitative and quantitative data to identify areas of strengths and areas of improvement; and
- Assist programs with reviewing qualitative and quantitative data to assist with the creation of documents to collect additional data.
- Link to eData (data entry)
eData Tech Support Contact Information: Call 877.857.8869 or email eDataTechSupport@psu.edu
eData Instructional Manual/Glossary and Help Documents
The eData Manual and Glossary 18-19 was designed to assist users with efficient use of the eData system. These documents defines data fields used in eData. Familiarity with these terms will assist you in entering, summarizing, and analyzing program data for reporting purposes, and for program planning and improvement.
The eData Navigation for View Only Users video was developed to assist View Only users when navigating the eData system. This video presentation explains how to navigate the eData system using short video segments for each of the eData elements, such as classes, groups, pairs, adults, staff, contracts, families and children. This allows viewers to watch only the sections relevant to your program. This presentation is not a substitute for the eData Introduction data entry training. The video segments do not cover data entry procedures.
eData Entry Forms PY 18-19
The forms below may be used to collect information for data entry into the eData system.
NOTE: If your agency collects additional information at intake and creates a custom form for data collection, it is required that all data collected in the forms below must be included in your locally created data collection forms, including the statement regarding F-1 Visas on page 1 and the consent paragraph on page 3 of the Adult Intake form.
2018-2019 eData Data Entry Forms
- Adult Intake 2018-19
- Adult Assessment 2018-19
- Staff Information 2018-19
- Class Group Pair form 2018-19
- Adult Student Postsecondary Enrollment PY 2018-19 New
Family Literacy Data Collection Forms
eData Access Database Template
The eData Access Database Template is a tool available for agencies to use with exported data from the eData system. The database provides data reports and queries that allow agencies to manage program data and check data for errors and/or missing information. In addition, the database file allows agencies to create custom data reports and queries for more detailed data analysis. To set up the database template, view the short online module or read the instructions sheet below. For additional information, contact eData Tech Support at 1-877-857-8869 or eDataTechSupport@psu.edu
Current Template File
Support for using the Template
- Setting Up the eData Access Database Template (online module 1)
- Using the eData Access Database Template (online module 2)
- eData Access Template Guide updated 10-26-18
Prior Years’ Template Files
eData Frequently Asked Questions (FAQ)
Q: Where can I access additional documents to help me understand the eData system?
Go to eData Help Documents for additional resources.
Q: I opened eData and when I try to click the “Select” link to open a record, such as an adult, class or group, the link does not work. Nothing happens when I click “Select.”?
This is a known issue related to using Internet Explorer 11. The document titled Using Using eData with Internet Explorer 11 (on the Help page) explains the settings changes required to resolve this issue.
Q: I entered an adult in eData and when the page saved, the adult is locked and I cannot enter data. The bottom of the screen includes a message that the adult is inactive due to a PAsecureID near match. What do I do?
The document titled Unlocking PAsecureID Near Matches in eData (on the Help page) explains the entire process and should be read by all data entry staff. The document can also be found on the Help Documents page.
Q: How do I add attendance for an adult that was assigned to a class/group AFTER attendance was already entered for the month?
Assign the adult to the class. Open the Class file and click the Attendance tab. Click the Search button at the bottom of the screen to list the attendance entries already entered. Select the entry of attendance where the adult first attended. Enter the adult hours and make the Status Active and click Save.
Q: I downloaded and updated the eData Access Database Template, but when I run reports, nothing appears. What did I do wrong?
In most cases, this is related to Step 3 of the template directions. Files must be extracted to the c:\data folder. If the files are located in any other location, the template cannot find the files to import. Repeat Step 3 and Step 5 of the template instructions again.
Q: I cannot login to the PDE website. How do I reset my password?
On the PDE website, click Log In Help at the top of the left navigation bar (below the Login link). On the right side of the page that appears, click the “here” link in the Forgotten Password section. Enter your email address and click Submit. Enter the answer to your secret question and click Submit. You will receive an automatic email from the PDE website. Follow the directions in the email.
Q: I entered multiple assessments for an adult and the adult showed an educational gain in Math but not Reading. The Reading is highlighted but not the Math. Why isn’t the assessment with the Ed Gain highlighted?
The eData system allows entry of multiple administrations of multiple assessments. However, per NRS and Bureau policy, eData will automatically select the lowest EFL first administration sub test as the student entry level. Scores entered in eData for follow-up administrations will determine an exit level for learners. The difference between entry level and exit level will determine educational gain, defined as completion of an EFL. The EFL gain result for the lowest first administration will be used for NRS reporting purposes.
Q: I need to submit the end of year Data Validation report. Where do I find the form to submit to PDE?
The form used to submit the Data Validation report is found in the C.130 Verifying and Reporting Data policy. Please refer to the policy manual documents posted on the Division of Adult Education Administrative Documents web page.
Q: I ran the Adult Ed NRS Table report in the eData Access Database Template and also ran the Adult Ed NRS Table 4 Report in the data validation screen and when I look at the total number of enrolled adults, they are different. Why?
When you run the NRS Table 4 report on the Reports screen of the template, it totals the adults enrolled in an 064 contract. When running the Adult Ed NRS Table 4 report in the Data Validation screen, this report reviews where an enrolled adult will count based on the services provided. For example, if the adult was served in multiple contracts, the adult is counted in the Data Validation reports based on the following rules. If the adult is in a Family Literacy contract and the family has met enrollment status, the adult is counted in Family Literacy. If the adult is served in both Adult Ed (064) and EL/Civics (061), the report looks at where the adult earned the most instructional hours. To review a list of adults served in multiple contracts, run the “Adults Served in Multiple Contracts” report on the reports screen of the template.
References, Tips and Tools
The Annotated Bibliography is a carefully selected set of research-based resources that practitioners and administrators can use to support their work on the Program Improvement/Professional Development (PI/PD) plans. This reference list allows practitioners to investigate independently high quality data resources. Criteria for selection includes being online, free (nearly all), practical, and research-based. The resources consist of articles, government reports, tables, videos, websites, book chapters, and entire books. Each annotation includes a brief overview and, when possible, the page numbers and video length. Most resources were culled from the internet and vetted so that they are practical and of high quality.
The Annotated Bibliography is a work in progress. As new resources are located, they will be added. As part of the Data Learning Community, please send any resources you wish added to the bibliography to Michael McCarty at email@example.com. Please include the title, URL, and your reason for wanting the resource added.
This section contains tips for basic qualitative data collection. The tips sheets provide basic information on the method, such as when to use it, how to plan for it, and how to implement it.
This section will comprise of Tools that have been researched and found to have potential value to the field. Program staff who have developed tools that were successful for their PI/PD plan are invited to send them to Michael McCarty at firstname.lastname@example.org for review and inclusion, so that other programs can benefit from the information.
Tools may include anything that relates to Qualitative Data Methods:
- Interviews (protocols and questions)
- Direct Observation (protocol)
- Surveys and Questionnaires (protocols and questions)
- Document analysis (protocol for analysis of portfolios, agendas, minutes, lesson plans, implementation guides, photographs, videos, etc.)
MIS Identified Tools
1. Parental Support Template https://www.surveymonkey.com/s/parental-support-template
A seven-question Likert scale (“Not at all” to “A tremendous amount”) that explores how well parents perceive their involvement with their child (school, friends, learning).
2. Family Literacy Resources for New Parents feedback survey http://www.surveymonkey.com/s/8S3YW27
A questionnaire for a program to ascertain how new families enjoyed a variety of resources (“Clear,” “Fun,” “Interesting,” “Valuable,” “Enjoyable”—Check All that apply); checklist of other resources they’d like; access and use of website; program size, etc. Mostly checklist, but some open-ended. (Actually, I think this is a better example of a not-so-good survey. Either include it with that caveat or delete it).
1. Sample In-depth Interview Guide http://www.nsf.gov/pubs/1997/nsf97153/c3app_b.htm
Protocol example (two pages) for conducting an interview with questions and probes.
2. Sample Focus Group Topic Guide http://www.nsf.gov/pubs/1997/nsf97153/c3app_c.htm
Protocol example (5 pages) for conducting a focus group. The topic here for discussion are the new standards.
1. Sample Observation Instrument http://www.nsf.gov/pubs/1997/nsf97153/c3app_a.htm
Observation protocol (three pages) for observing faculty. Includes checklists, open-ended descriptions (e.g. hands-on activities, problem-solving activities, technology, assessment). Section Two (10 pages) is a Likert type scale of key indicators to rate the session. It also asks for “supporting evidence” (open-ended).
2. Classroom Observation Protocol http://ed.fnal.gov/trc_new/program_docs/instru/classroom_obs.pdf
A very detailed descriptive and evaluative observation tool (17 pages). Includes open-ended items (e.g. description of activities, demographics, resources, behaviors) as well as continuum (e.g. interactions, engagement, teacher role). This tool is designed to solicit feedback from both the teacher and the observer. Ten pages of this document are dedicated to instructions and to observation protocol.
3. MIS developed tools
Tools from the Field
Submitted with permission:
1. Classroom Observation Rubric Mary Lou Friedline, PIC, Westmoreland County, PA.
2. Prior Schooling Inventory Dr. B. Allan Quigley, retired, St. Francis Xavier University, Nova Scotia, CA
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