DOCUMENT RESUME

ED 027 571 88 CG 003 578

A Systems Summary Description.Franklin County Schools, Columbus, Ohio. Area Education Information Center.

Spons Agency-Office of Education (DHEW), Washington. D.C.

Pub Date (681Note- 58p.EDRS Price MF-S0.50 HC-S3.00Descriptors-Attendance Records, Data Procest-,ing, Elementary Grades, Grading, *Information Processing,

Scheduling, Secondary Schools, *Student Personnel Services, Student Records, *Systems Development

The pupil personnel accounting system developed and used by Ohio's Franklin

County schools is presented. Three main areas are described: (1) the construction,

use, and maintainence of the student data base; (2) input, school and center

processing, and output routines involved in progress reporting, and (3) procedures

for dealing with pupil class assignment (scheduling) functions in secondary schools.

Examples of materials and outputs obtained are provided. This study was funded

under a Title HI, Elementary and Secondary Education Act grant. (PS)

p ?le 7- Vo4sau

A SYSTEMS

SUMMARY DESCRIPTION

A TITLE III PROJECT OF ME

AREA EDUCATIONAL INFORMATION CENTER

FRANKLIN COUNTY SCHOOLS, 46 EAST FULTON STREET, COLUMBUS, OHIO 432I5

U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT. POINTS Of VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE Of EDUCATION

. POSITION OR POLICY.

A SYSTEMS SUMMARY DESCRIPTION

Quite often during the early stages of operation, we here at the Area

Educational Inf-,rmation Center of the Franklin County Schools received

requests for literature describing our progress in systems development.

Often our response was not what we considered adequate.

In an attempt to provide a fairly comprehensive description, yet one

that is not ladened with technical detail, we have assembled this Systems

Summary Description which deals only with the pupil personnel accounting

systems we employ at present. We do, however, intend to expand upon this

summary from time to time to include any and all systems we implement.

We feel that educational data processing has made much progress in a

relatively short period of time. We also feel that an exchange of ideas and

experiences among educators with common interests in this area is the

best vehicle for assuring continued progress in the field. Therefore, we

welcome visitations and/or inquiries by all interested parties.

INPUT

Pupil

Personnel

Data

Certificated).1

[4tttaaff

(Certificated)

r 1Facilities

g And

Equipment

I Data

-

411=

oS

S

AEIC

Data

Base

Implemented

Developmental

Stages

Pupil

Progress

Reporting

Staff

Reporting

(Local,County

And State)

'Perpetual

1

Inventory

1 (Non-

/Expendables/

--a

ouTPuT

IPupil Class

Assignment

(Scheduling)

IMIN

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IMO

Payroll

Accounting

(General)

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(State)

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Attendance -

Accounting

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State)

eporting

BASIC SYSTEMS

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SECTION 1

PUPIL DATA BASE

Collection and Storage

of Pupil Master Data

for the Data BaseSection IPupil Data Base

This section describes the construction, use, and maintenance of the

student data base. This base eventually becomes part of the total AEIC

Data Base discussed later.

DATA COLLECTION (Modification Pending)*

The necessity for collecting and maimaining complete and accuratebasic data for each pupil cannot be overemphasized. Thus, informationof this nature, which we will call pupil master data, is held to a minimum,.

'collected by a relatively simple form and read onto magnetic tape via card

input. The form utilized for this purpose (6710A) provides space for col-lecting data for several students on each sheet and is used in both theelementary and secondary systems.

Form 6710AITEM DATA DESCRIPTION

School Enter the school name as it will appearon all reports such as progress report,schedule, etc.

School Code Three digit numeric code assigned yourbuilding

Student Name The name of the student should be enteredin last, first, middle initial sequence. Le-gal and not "nicknames" should be entered.

Birth Date Describe the birthdate in month, day, yearsequence. A zero should be placed beforesingle digit dates. Example: May 7, 1959,

would be described as 05/07/59; December 2,1960, as 12/02/60, etc.

Parent and/orGuardian Name(Optional)

Last Name ofTeacher

This data is for optional use by the schools.Enter the name of the head of the householdin last, first, and middle initial sequence.

This data is collected for elementarystudents only. Secondary schools should

omit this item.

WNOOL

A nytown High School

COLLECTOR'S MEET

I. BIRTH DATE

STUDENT LAST NAME

9/15/49

Jones

FIRST NAME

IWEB

James

IAIM

?MEW 6111111.

GRADE

.

Jose

ph11

100

TELEPHONE NO

876-

1234

MOUSE N

5678

.

T MAW_

Willow Drive

CCM

ZIP

Anytown

6873

Z

2. BIRTH DATE

STUDENT LAST NAME

FIRST AARE

Faw

n' s

cum

umGRADE

I

R.

TELEPHONE NO.

MOUSE NO.

STREET NAME

CITE

ZIP CODE

!PI

11

=1M

f

.BIRTH DATF

STUDENT LAST NAME

FiRST NAME

mow GRAMOIAN

GRADE I R.I.

MOUSE NO.

STREET NAME

tiny

mir COIF

.BIRTH DATE

STUDENT LAST NAME

FIRST NAME

_

TELEPHONE NO.

MOUSE NO.

STREET NAME

riPARENN" MARDIAN'

CITY

mir cow

GRADE IR.

TELEPHONE NO.

ITEM DATA DESCRIPTION

Address (Optional) It is critical that zip code numbers beincluded for each student.

Telephone Number(Optional)

Area Code *

Sequence Code *(Optional)

Several schools have developed an area-sequence coding system for locating stu-dents within an attendance area. If yourdistrict utilizes this system, refer to thelist of area-sequence codes for your distric

Transportation *(Optional)

Place an "X" in the appropriate block(s)and enter the bus number if applicable.

Place of Employment *

FatherAfter entering the place of employmentfor the father, "X" the Federally Em-ployed block only when the father is em-ployed at an installation which makes thedistrict eligible for aid under PL 874.

Place of Employment *

Mother (Same as above)

Once all student data are reported on 6710A, the first block of the data

base is established on magnetic tape. At this point, only those data items

reported on 6710A are available.

SchoolCompletes6710A' s

CenterKeypunchesStudentMaster Cards F

Basic

To Tape

StudentData Read

. v

Fig. 1-1 - Beginning Phase of Data Base Construction

3.

UPDATING AND MAINTAINING THE BASE

Assuring that basic data contained in the pupil master data file is accurate,complete, .and current is a continual process. Nevertheless, at the beginningof each school year, an update or verification routine is conducted. While thismay appear at first to be unnecessary repetition, the effort is more than justi-fied throughout the school year.

ELEMENTARY STUDENT UPDATE

Following the close of school, the elementary principal begins making roomassignments for the coming year. This is accomplished through the use of stu-dent and teacher master cards.

4radentMasterCards

ENTIRE STUDENT BODYGROUPED BY TEACHER-ROOMPOR NEXT SCHOOL YEAR

Fig. 1-2 Teacher-Room Assignments For Elementary Pupils

4.

By grouping each student card behind the card of the teacher to which heis assigned for the new school year, the principal physically establishes eachclass for the coming year. In effect -- scheduling similar to secondary schoolscheduling.

Concluding this activity, the school returns the grouped cards to the cen-ter where they are processed and read back to the student master file for up-dating.

Cal:3 Decks

ReturnedBy SchoolTo Center

GROUPEDTEACHER-PUPILCARD DECKS 1

Center "Gang"unches Teachaz-1)ata Into Eachupil Card

UpdatedPupil Cards

Read To

DecksReturnedFor FutureUse

Fig. 1-3 - Student Master Tape Update Begins

From the updated master tape, the principal is furnished class rosters,a student directory, and a teacher room list for the new school year. Theselistings can be computer printed on Ditto Master stock making reproductionin multiple numbers by the school simple and inexpensive.

s.

Fig. 1-4 - Listings Supplied Principal

CCoCards To Be

rrected

Id/ CenterKeypunchesCorre,tionsAnd Changes

These listings can be providedto the principal in ample time topermit him posting class rostersand publishing such in newspapersbefore school opens. The teacher-room listing can serve as a "master.schedule" or locator file as can claE.s

rosters.

To complete the update rou-tine, during the first week of scho.d,the principal should have all teachersreview the pupil-master cards with

their students and enter any changes

or corrections that might be necessar.,.Such items as address, telephonenumber, etc. , should be carefullychecked. After completing this pro-cess, only those cards requiring achange or correction should be re-turned to the center.

Fig. 1-5 - Final Update Before Progress Reporting Begins

NOTE: An accurate pupil master file is a must before the first reporting pertod.

SECONDARY STUDENT UPDATE

Since student scheduling provides the student, teacher, and class listings

necessary for opening the school year, an update or verification of the student

master file is not conducted until the third or fourth week of school. Follow-

ing the conclusion of the scheduling routine, the student master cards will bi-

returned to the school for this purpose. Once the schedule has "settled down"

for the year (student schedule adjustments made, teacher assignments niodi-

fied, etc. ), preparations for the "X-Day routine should begin. Basically this

consists of the following two activities:

6.

1. Reviewing student master cards and denoting any changes.2. Complete Form 6720 (Subject Teacher Report).

(Note: Schools which do note utilize computer scheduling would follow theprocedure for updating described in for the elementary schools. "X-DAY"would be conducted in the same manner as for those schools utilizing com-puter scheduling. )

IReview AndCorrect

Master Cards\Student

9Complete Form6720(SubjectTeachers

41.....,

44/

*

UpdateStudentMasterTape

SubjectTeacherCards

1Read To Tape

Foremporarytorage

,

Fig. 1-6 - Updating of Secondary Master File

To prepare the school for "X-DAY", the center, from the master tape,produces ten (10) student "X-DAY" cards. These, along with the subjectteacher cards are returned to the school. Student cards are returned inalpha-homeroom order and teacher cards alpha-teacher order. Each teacherand student receives their cards in homeroom on "X-DAY" morning. Thefollowing routine (X-DAY) is then executed.

7,

FOR CLASSES MEETING 1st SEMESTER AND/OR ALL YEAR

DistributeStudentCards (10)

Ili

ell - Go Toirst Period

/lass.lst Sem.d Yearly ClassesDistribute

Teacher CardsOne For EachClass Taught

RepeatProcessFor AllPeriods

MEM. 00 .. Awn.

TeacherCollects OneCard For EachStudent

Am. el .110.

Teacher Grouptudent Cards

Behind Her Ca dFor 1st Perio

AEI

Last PeriodReturn ToHomeroom

eimom Im Oa. 01111. AMIN. MIMI/ 11.

-2nd-SEMSTERA

Ring Bell- Repeat All CardStudents And D. Entire Proce s Decks Are

For Secondsachers To lg Returnederiod, 2nd S In. Sem. To Office

Fig. 1-7 - Secondary "X-Day" Routine

1>Revert ToRegularSchedule

Once all card decks have been returned to the office, the office insertscards for absentees into the proper decksvand returns all decks to the cen-ter. All student "X-DAY" cards not used may be retained at the schooland disposed of as the school sees fit.

Upon receiving the grouped "X-DAY" decks, the center processes themfor reading into the student master files.

8.

Grouped"X-Day" Decks

Center "Gang"....66, Ptmthes Teach

Data Into AllStudent Cards /

TeacherCards RemoveStudent CardsRead To Tape

Fig. 1-8 - Processing "X-DAY" Cards

Tape ReadyTo UseFor ProgessReporting

The "X-DAY" routine outlined above is merely a suggested system.Various schools employ variations to this which are quite effective. Suchvariations are left to school preference. However, it is highly recom-mendori that second semester "X-DAY" be held in conjunction with thatfor 1st semester and annual classes. Experience has shown that attempt-ing a second "X-DAY" after the second semester has opened creates someproblems.

With the conclusion of the "X-DAY" routine and the final up-date, thepupil data base is considered finalized for production of the first progressreporting period.

9.

SECTION 2

PIPIL P11011(15 IIEPOITINI

Pupil Progress ReportingSection II

and Accounting Sys toms Pupil Progress Reporting

The pupil progress reporting system employed by the Area EducationalInformation Center is designed to accommodate a wide and varied selectionof grading and attendance systems. At present, the center has the capabilityof dealing with the following situations, or a combination of such:

1. Secondary and/or elementary2. Six and/or nine-week periods3. All alphabetic, all numeric, or an alpha-numeric grading system4. Up to 28 "evaluation areas" for elementary students5. Up to 12 subject areas for secondary students (More may be accom-

modated. However, a second grade card is produced if this numberis exceeded. )

6. Public, private, city, exempted village, and vocation systems.(The center does work for at least one of all systems listed above. )

This section defines input, school and center processing, and outputroutines involved in progress reporting. Since some 60, 000 plus studentprogress reports for 13 independently operated school systems are producedeach period, it would be impossible to discuss each individual situation.However, since all basic procedures are indentical, some of the more versa-tile systems are discussed and used as examples in this section.

TEACHER PREPARED INPUT

For the sake of convenience and speed, optical reading is employedby the center for all input to the system. Utilizing a Digitek 100 (tape out-put) System, the center prepares pre-printed marking sheets which theteacher uses to report student progress to the system.

While the format of the elementary grade sheet differs from that of thesecondary grade sheet, the preparation is much the same. The followingchart explains the basic differences:

ELEMENTARY SECONDARY

1. Sheets are printed in alpha-room-teacher sequence

1. Sheets are printed in alpha-subject-teacher (andsemester for one one se-mester courses) sequence.

ELEMENTARY SECONDARY

2. Each sheet contains the namesof six students. Thus theaverage teacher receives fiveor six sheets each period.

3. The teacher receives two setsof sheets for the final period-one for the last grading periodand one for the yearly averageor final grade.

2 Each sheet contains the names ofall students in one class (eachperiod) unless the class exceedsthirty students. In this situation,the class would require two sheets.

3. No difference at the close of theschool year. Last period andfinal grades are marked on thesame sheet.

Fig. 2-1 - Variation in Systems

Attendance for both elementary and secondary is reported on the samesheet. Format does not differ. The sequence in which the sheets are pro-duced for marking, however; differs according to the specifications of eachschool. For example, attendance sheets may be printed for marking alpha-by school, alpha-by grade, alpha-by grade-by homeroom, etc. The varia-tions are almost unlimited.

PRODUCING THE SHEETS FOR MARKING

Utilizing the Updated Student Master Tape described in Section I, thecenter generates pre-printed sheets for marking as illustrated by Fig. 2-2,2-3, and 2-4. Each sheet contains a Printer-Line Compatable (PLC) gridinto which a school number, page number, and grading period "slug" isprinted. This grid is used in sorting and editing routines after the markedsheets are returned to the center.

Certain identification information is also printed at the top of each sheet.Each student assigned to a teacher for instruction will be listed on the appro-priate sheet.

usiccr 1 HI sT

ROOM

1SUBJECT

CODE 122

PERIO(.1.21 'SEMESTERTAUGHT CODE

INSTRUCTIONS:

3

TEACHER' HUSAR KNAME

CREDITFI GRADINGPERIOD

1 TEACHERI CODE

6

424

SCHOOL[1.11....1CODE

1. Use pencil only for marking. 2. Do not add names to list. 3. Completely fillthe mark position you are marking. 47-Erase completely marks you wish to change.5. Contact the school office with questions you may have.

STUDENT GRADES THIS PERIOD

'1*

PLUSOR

MINUS

THOMLY

MEMO, MEL IMM. SCOTT!R q111=rARJOR111111Bo GAR T1

k OBI

1111111/1110 LAVIN1111111111111, SANDRA'111111111111111, TERRY111111111111111. jEFF

LAUMM.

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E. EE121111111111

M1t GEOF

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=lit THOMAS111111111111111111. JOHN

KAT 4

41111111111111111. ANIT

SHAR I EPAMEDIAN

DEJAMES

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FRANKLIN C. otiNTy scw oLs Fig. 2-2 - Typical Secondary Sheet AsCOLUMBUS. OHIO Received By Teacher

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AVERAGk FINALPIPAIIE7SS

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SECONDARY GRAUE S4E1

EACHER

MMHGER100

b1TTNER TEACHERCODE

GRADELEVEL KG ROOM 12SA ISLCODE

DUNLGE ELEMENTARY PAGENO.

4121

073

INSTRUCTIONS:

1. Use pencil only for marking. 2. Qa.na add names to list. 3. Completely fillthe mark position you are marking. 4. Erase completely marks you wish to change.5. Contact the school office with questions you may have.

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STUDENT'S NAME GRADES THIS PERIOD

BALL, PATTY A

READING A,CDiLANGUAGE

HANDWRITING ASL:rSPELL.NG

ARITHMETIC B CC FSCIENCE AND HEALTH

SOCIAL STUDIES a B C r I

GRADE ASSIGNMENT FOR NEXT SCHOOL YEAR

REAO:NG L EVEL

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ronIC t

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ARITHMETIC A 8 C.: D

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SOCIAL STUDIES ecoGRADE ASSIGNMENT FOR NEXT SCHOOL YEAR

READING LEVEL

ART

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PHYSICALEDUCATION

KrrooT

cosutCLA,As APTICIPAIGN

CPI ATVIT1

GENERAL ATTITUDE

HASITs ANDMORK SKILLS

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3

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BLEDSUE LAURA K

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LANGJAGE

HANDWRITING A a 1. 0 r .

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GRADE ASSIGNMENT FOR NEXT SCHOOL YEAR.

READING LEVEL

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tch:IAI.STUDY HASITS AND

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GRADE ASSIGNMENT FOR NEXT SCHOOL YEAR.

FRANKLIN COUNTY SCHOOLSC ofpo Fig. 2-3 - Typical Secondary Sheet

As Received By Teacher4.

ELEMENTARY GRADE SHEET ( County I

HOMEROOM NO. 1)07

DISTRICT CODE 300

TEACHER IGRADING PERIOD

I.INCOLN JR HIGHSCHOOL CODE

INSTRUCTIONS1

1. Use pencil only for marking. 2. LW Awl add names to list. 3. Completely fillthe mark position you are marking. 4. Erase completely marks you wish to change.5. Contact the school office with questions you may have.

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STUDENT'S NAME DAYS PRESENT DAYS ABSENT TIMES TARDY

ARCHER LARRY G0 10 20 30 40 S3 60 70 99 op 9 1o,, 29 30 40 50 60 1r1 80

'4 d. 1 2 .3 1 5 7 f,

CHANEY JANES E

CRITES. UAV ID F

19 20 30 40 50 60 70 80 90 o 10 20 30 40 80 60 70 90 9r,

1 2 3 4 S .1 9

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o 1, e AP 40 5. :22

DObK INS. CHARLES L

0 10 20 30 40 50 W 30 9?,

.1 I 3 f I 4 9

0 10 20 30 40 50 60 7C SO 90

0 10 20 30 40 50 60 7. 80 9C

, 1 2 3 4 "

O 10 20 3(3 40 SO 60 70 110

.; , as 4 a ? 8

FLANNERY, R I CKY

0 10 20 30 40 SO 60 nl SO 90 0 10 20 30 40 50 60 70 80 90

2 1 7 0.

0 10

0 1:1 20 ; t

0 1.1 2.. : 5.; Ili: 6

NIMES. DUNALD R3 10 4%; SO 60 70 80 90 0 W 20 30 40 50 60 70 130

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HIPPS TUM L

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1 10 20 JO 40 5n 60 70 90 30 0 10 20 30 40 606J 70 80 9;' .

4

1; 10 20 lh 80 50 50 70 SO 90

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0 10 20 3040 50 60 70 80 90d

0 1 2 3 ;. 9 I

HOLMES MARK0 10 20 30 40 50 GO 76 60 90 9 10 20 30 40 50 60 70 00 90

3 4 .3 7 A

JARV I S. CHR I STOPH

0 10 20 30 40 50 50 70 60 90,

I 4 5 4 9

0 a 4 I,: ? 4 4

0 10 20 30 40 50 63 70 80 90

' 3 4 c ts 7 A )

KELLEY DAV ID L

MAHAN, DAV ID L

0 10 20 10 40 50 60 70 SO 90

I :1 4 r t , 3

0 10 20 30 40 50 sn 70 so 90

1 I 2 I 4 . 1 R 4

0 10 20 30 40 50 60 70 90 90

1 2 :4 4 5 6

0 10 20 30 40 50 60 70 RO 90" 5 k 4 4

PARSONS. JERRY W0 10 20 30 40 50 60 70 80 90 0 10 20 30 40 50 60 70 80 90li 3t 7 el 9 4 ; 3 4 5 7

PLACE DANNY

0, 10 2D 30 40 50 50 70 ea 96 0 10 20 30 40 90 60 70 90 90

0 1 2 3 4 5 ;. 9 3 0 2 3 4 r !, 7

REICH, STEVEN0 10 20 )3 10 90 eo 70 SO SO o 19 29 3? 40 50 60 70 go 96

0 1 2 3 3 ' 7 9

SCHNE.LL JAMESO 10 20 30 49 50 60 70 en 90 9 10 20 30 40 50 6C 70 00 ao

I 4 ri 4 5 t 0 1 2 3 5 '114

SI NDEL JEFFREY L0 10 20 30 10 50 60 70 80 90

0 ' 3 4 5 1 a 1 d: 3 4 s ; 78 g0 10 20 30 40 '50 60 70 80 90

SMITH, JOHN M0 10 20 X; 40 SO 60 73 10 90 6 10 20 30 40 50 60 70 80 90

.1 1 2 3 4 5 P

SULL I VAN. TERRY

0 10 20 30 40 50 60 70 83 90

1 2 3 4 5 ;0 10 20 30 46 56 GO 70 56 90

o 1 2 3 4 f" 7 8 A

O 10 20 30 40 50 60 70 80 90

2 3 4 E., 1 N t;

1 0 20 30 40 50 60 70 90 90

3 1 2 3 4 5 7 rd;

0 10 20 30 40 50 60 70 10 90 0 10 20 30 40 50 61. 70-80 96

2 3 4 S. 6 7 8 9 0 1 1 .3 4 5

(In many schoblW ,"ttith thiiihrare Int ifiAtizhiktkedin the school Offiee3 by an attendarke elerk.3) 4

20 30 40 50 SO 70 80 90

0 1 2 3 4 5 6 , 8 9

0 10 20 36 40 SO 60 70 -110' 90

1 1 : 3 4 5 c 8 1

d 19 29 39 40 59 ?C, BO 90 10

FRANKLIN COUNTY SCHOOLSCOLUMBUS, OHIO

0 1 2 3 4 5 6 1 8 9

0 10 20 30 40 50 60 70 30 90

1 2 1 4 f. S 7 8

1. to 2.*d 3 v'e 50 ;.3) rd So 44

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Fig. 2-4 - Typical Attendance Sheet As ReceivedBy School

5.

ATTENDANCE ":111-

1

pdatedMas ter

Tape

co,

Grade SheetsAre ComputerGenerated

AttendanceSheets AreCompute r

Generated

11:.

4

OpticallyRead SheetsReady For

ng

SheetsReady ForMarking

0.111,1>

Sheets

DeliOered ToSchool PriorTo End of Per od

Sheets

Delivered ToSchool Prior ofnd of Period

Fig. 2-5 - Preparation of Input For Teacher Marking

TEACHER PREPARATION OF INPUT

Once received by the teachers, each student's grades are recorded onthe optical scanning sheets beside of his name. Marks are recorded withan ordinary No. 2 pencil. Since the Digitek 100 can descriminate betweenthe intensity of two or more marks and select the darkest, eraser marks donot effect reading providing a correct mirk is re-entered to take the place ofthe incorrect mark which has been removed.

During the time that the sheets are in the possession of the school, ex-treme care should be exercised in handling. Dirt, smudges, and "stray"pencil marks can cause misreads. Torn and "dog-eared" sheets can "jam"the reader.

Once sheets are marked and ready for processing, the following mustreceive consideration by those reponsible within the district.

1. All sheets for each school within the district must be returnedbefore processing can begin for the district.

2. Sheets marked by new teachers and teachers who have experiencessome difficulty should be "spot" checked for proper marking.

PROCESSING GRADE-ATTENDANCE DATA

Upon receiving the teacher marked sheets from a district, the center pro-ceeds with the processing which eventually results in printed progress reportsand various other reports and listings provided the schools. The first stepinvolves reading the marked sheets.

6.

Grade SheetsMarked ByTeachers

Attendance *Sheets MarkedBy Teachers

Sheets ReadThrough TheDigitek 100

Fig. 2-6 - Teacher Marked SheetsConverted To Tape

As the sheets are passedthrough the Optical Scanner,all marks are read and tapesare created for use in pro-cessing. After completingthe reading operation, the tapescreated from this operation areused in updating student filesfor the district.

Fig. 2-7 - Updating of Master File For Progress Report Production

Using the update'd master tape described above, progress reports andall other related listings and reports can be produced. A simplified descrip-tion is illustrated below.

studentProgressReports(Grade On

'Grade PointAverages AndClass Rank

Honor Roll

IncompleteListing

GradeDistributionListing

AttendanceReports

DoFailure jListing

44""*"411. (Aimed

Stickers(Printed OnlyFor Final

Fig. 2-8 - Reports Generated From Updated Master File

7.

DESCRIPTION OF REPORTS GENERATED FROM TEACHER PREPARED INPUT

Comment is occasionally made by a teacher or administrator to theeffect that it is as bimple and easy to place a mark on a conventional gradecard as it is to code it on a scan sheet. Considering that task alone anddisregarding any and all other uses of the "mark," this is a valid observation.However, an evaluation of the entire process based upon this one phase of theoverall Pupil Personnel System is meaningless. To develop a true apprecia-tion of the effective use of the teacher prepared sheets, an analysis of all re-lated reports (as well as the actual progress report or "grade card") mustbe made.

Student Progress Report

This report, produced as the first in the series of reports each gradingperiod, is provided in multiple copies. Thus, in most cases, the student isnot required to return his copy to the school. The report is also accumulativein nature meaning that all grades from previous periods appear on the reporteach time.

LINCOLN JUNIOR HIGHTELEPHONE: 4712633MARSHALL CUPP PRINCIPAL

FRANKLIN COUNTY SCHOOLSCOLUMBUS. OHIO

PROGRESS REPORT - JUNIOR & SENIOR HIGH SCHOOL

I.D. NUNIEN 1 STUDENTS NAME MS GRAK NONIROON Tor SCHOOL.",M111. NANCY L _F_ 07_006 _301 67 68

SUIJECT TEACHER2 3 SIN. 4 SIN.

AIN RIF atm grr

GEN MUSG P ESPELL 7ENG 7

WRLD HGEOGSCIMATH 7ORCHART 7

BARRKISSELFAUKHAUFAUKHAUFAUKHAUFAUKHAUCALLAHACALLAHAKESSLERDRUMMON

A :113 :2

A 2 A :2A 2 13 :2

8 2 C 2C 2 C 2C 2 B 2

A 1C 2

GRADE POINT AVERAGE

ATTENDANCETHIS

PERIODTO

DATEDAYS

PRESENT 20.0 171.5DAYS

ASSENT 4.0 8.5'TINES-

TARDY

AIN III

BA 2

C 2C 2B 2

EllAN awe

A -1

C 2A 2B 2B 2Bcc 113

AB 2

gem III

B 2II 213 2C 20 3B 2

FRED M DANIELCOUNTY SUPIENINTINDINT OF SCHOOLS

goo III IlLSUMMML aeon

A .L

8 ;2C :2C :2CC :2CAC 2

A

A

LETTER ENCLOSED 111CONFERENCE REOUEBTED BYPARENTS El TEACHER E I

Fig. 2-9 - Secondary Progress Report IllustratingAlphabetic Ahievement Marks

8.

Secondary systems have been developed to accomodate both alphabeticand numeric systems and a combination of each. Plus (+) and minus (-)marks are an option of the system. The report in Fig. 2-9 illustrates theuse of alphabetic grades for academic achievement and numeric grades foreffort. Fig. 2-10 illustrates the use of numeric grades for academic achieve-ment and alphabetic grades for conduct.

BISHOP READY HIGH SCHOOLREV R J ENDRESTELEPHONE : 276-5263

DIOCESE OF COLUMBUSCOLUMBUS. OHIO

PROGRESS REPORT . JUNIOR AND SENIOR HIGH SCHOOL

I.D. NUMBER STUDENT NAME

LIN mu_ -_1111111LiacuaRa_L____SUBJECT

ENG 2L RLGN 2BIOPL SD GM DRAW 1ART 1

CHOI R

BPE 1

TEACHER

ANTHONYCI OTOLA

DOHERTYDENNISROBBSUSAN MCLARETTWONDERL

GRADE POINT.AVERAGE

ATTENDANCE THISPINIOD

TODATE

DAYSNampo 45.0 89.0DAYS

ASSENT 02.0 03.0,

TINESTASDY

..-

,

MSGR B C APPLEGATE_SUPERINTENDENT OF SCHOOLS

PASISIS COE SEE IMAM NOSEROOS

175 10 124SEM

ACII CE ACM. CS EXAM AVG

71 :U 76 U

85 :if 85 W

72 p 76 G

71 p 71 W

77 p 75 G

80 p 88 G

85 S 98 E

SCHOOLCODE YEAS

105 :67-68

ACM C I ACM. CIl

S MEXAM AVO rINAL

CREDIT

I11

LETTER ENCLOSLO 0CONFERENCE REQUESTED SY.

Fig. 2.-1O - Secondary Progress Report IllustratingNumeric Achievement Marks

A brief analysis of the format of the secundary progress report showsthe school district name preprinted in the upper right corner of the form,the building name, principal name, and telephone number computer printed

siti the upper left corner. Student identification data follows. Each subject,subject teacher, and grade is printed on the form by grading period. Atten-dance data are shown in both period and to-date form. lhe space (optional)for indicating "letter enclosed," "conference requested," etc., is marked

9.

by the teacher if so desired. A typical example of the reverse side ofthe progress report form is illustrated in Fig. 2 - 1 1.

MESSAGE TO PARENTS

This report is sent to you regularly so that you may study your child's progress in school.Close cooperation between the home and school is necessary to the success of the educationalprocess. By this report, we attempt to interpret to you how your child is responding to thebasic aims of the schooL We feel that no report form can show the complete development ofyour child. Therefore, we extend a cordial invitation to you to visit school and confer with theteacher concerning your child's work.

EXPLANATION OF GRADES

A -- EXCELLENT

II ABOVE AVERAGE

C - AVERAGE

D - BELOW AVERAGE

F FAILURE - NO CREDIT

I -- INCOMPLETE

W WITHDRAWN

E OUTSTANDING

S -- SATISFACTORY

U - - UNSATISFACTORY

i

TEACHER COMMENTS:

..Your signature os this card does not necessarily aimthat you approve of your child's record. It only indicatesthat you have seen the card.

PARENT COMMENTS:

o.

SIGNATURE Of PARENT WHEN REQUIRED6724

Fig. 2-11 - Typical Example of ReverseSide of Progress Report

In most cases, an explanation of grades, a brief message to parents,and a space for comments appear on this side of the form. However, com-position to some extent can vary according to the wishes of the school system.

Elementary systems vary somewhat from the secondary systems. Inthis situation, the teacher is concerned with giving several grades to one stu-dent and elective courses or subjects are not involved. The elementary teacheris also given the capability of awarding alphabetic and numeric grades. Allother features of the system are the same as that of the secondary system withthe added capability of indicating promotions at the end of the school year.

#

IottLNWL41.) LLEMLNTAkYTELLPHONL: 237-3184JOHN w STELLL PkInCIPAL

I.D. NURSER STUDENT NAME

WHITEHALL CITY SCHOOLSWHITEHALL. OHIO

PROGRESS REPORT GRADES 1-6

SEX

NAkK 0 M

GRADE 'roomer,

04 003

TEACHER

DAVIS

I SOWN.I LODI VIAN

952 167 68

REPORTPERIOD

i'11.t.:il:ALCAL.Mini:FGW(ThFItTHliki01

FiNAL

ACADEMIC PROGRESS I WOR H BIT & IAL R. I

II II I Ili 1,( 111DEAR PARENTS. In behalf of the Board of Education and faculty. I

'should like to extend to each of you a sincere invitation to visit yourchild's school. Your child's teacher and principal will welcome theopportunity to become acquainted. for I am sure you win agree thatchildren profit most from their sehooling when there is a close. effec-tive partnership between the home and the school.

IIL.Jt_k 1 A jOrli4b01.1

SUPERINTENDENT OF SCHOOLS

I ASSIGNEDI

TO GRADEC 1

ATTENDANCE PINK* DMDAIS

PRESPfif 2tiO 181Q0 .0;

WSFOR NEXT I AWN/

I SCHOOL YEAR"1

T:41.4

1 t *.

,

LETTER ENCLOSED 0CONFERENCE REQUESTED BYPARENTS CI TEACHER Ej

r_

Fig. 2-12 - 'Typical Elementary Progress Report

Each elementary form contains spaces for six grading periods and afinal grade. Many districts utilize the nine-weeks grading system. There-fore, only the first four and final areas on the report are used.

One limitation of the elementary form, as illustrated in Fig. 2-12 aboveis the number of grades or "marks" a teacher may utilize in reporting pro-gress. It will be noted that no more than 27 grades or marks may be giveneach period. These may be either alphabetic or numeric. Plus (+) and/orminus (-) marks cannot be given at the elementary level. This feature isoptional in the secondary system.

Like the secondary form, the elementary progress report comes inmultiple copy. One carbon copy is standard with the elementary form

Related Reprts

Following production of all grade reports for all districts, reportsrelated to grading and attendance 'pupil accounting) are produced. Examplestypical of such are shown in Figures 2-13 through 2-19 on the following pages.

The Attendance Report, illustrated in Figure 2-13 is provided as a sum-mary for use by the superintendent, principal, and attendance personnel.The report lists attendance for each individual for the period indicated, showsa boy-girl total by grade level for the period, gives the current total for theperiod by grade level, and provides a current, previous year-to-date, andcurrent year-to-date attendance total by school. Totals appearing on the lastpage of the summary are utilized by administrative and attendance personnelin completing various state, county, and/or local reports. Routine compu-tations by school personnel can be done to arrive at attendance averages and

percentages. Plans are to develop a system in tne near future to furnish allsuch calculations.

Since this summary is provided in three copies, it is highly recommendedthat each school principal furnish their superintendent with one copy for his use.

Each student receiving a failing grade(s) during a grading period willbe reported to the school on the Failure Report. This listing, printed alphabetic:-by-student, by grade level, is produced as an aid to guidance personnel. Anexample appears in Fig. 2-14. At present, this is a secondary school reportonly.

As an aid to the secondary subject teacher, an Incomplete Listing (seeFig. 2-15) is provided each period. The report is generated alphabetic-by-teacher and indicates the grading period and period during the day in which

the student has incomplete work. Many schools post this report in an areafrequented by teachers (teacher work areas, conference rooms, etc.) but notaccessable to students. This, as well as the optical scanning sheets, serve toremind teachers what students have outstanding requirements and indicatesthat student records maintained at the center reflect incomplete work.

A listing provided the principal each grading period, the Qrade Distri-bution Report (See Fig. 2-16) is printed in teacher sequence at present. The

report is furnished to assist the principal in gaining an overall picture of indi-vidual grading guidelines and procedures. In an attempt to make the report,more meaningful, it is planned that printing be done in teacher-subject (class)sequence in the future.

Currently, the system generates a listing by grade level of studentswith all "A's" and "B's" for each grading period which constitutes thehonor roll. The report illustrated in Fig. 2-17 indicates the type ofauxiliary reporting we wish to provide to the schools. While the formatand data contained in the example (Fig. 2-17) are yet to be finalized,this serves to illustrate our direction of thought on the subject.

The gummedlabels illustrated in Fig. 2-18 and Fig. 2-19 are gener-ated at the end of each school year for posting student records. Thesestickers contain a summary of grades received during the year and atten-dance data for each student. Printed on pressure-sensitive stock, thestickers are easily attached to each pupil record by a clerical person andthus relieve teachers of this annual task.

ATTtrM\C

PPUNT

111111111111111111111111 SENIOR HIGM

PAGE

9

GkADE 12

GRADE PERIOD-4

STLiVeNT NAmE

SEX i;AYS PXESENT

DAYS Ab5ENT

T1E5 TARO

HR

1690

16980:.;

17100C,

MMIII, GARRY L

AM, CEbUKAh J

, JUHN A

17140C

g MARY t

1131,...

amm

omm

.KARREN

17500U

OMMOMMOMOMMLI JEFt

1764CU

MOS, mARbAKA J

177800

MOM& Sw5AN J

178600

ON JANT E

ME

lblZOL

MEMEREht KUUNLY r

832CC

1 1b42Qt.-

116LiriUAN

Ft

. TU

L17200

,

18960L-

, G

8=MOB HARK1S H

1910CL,

1011111111, mARJURIE A

RE.G

19180C

SMOMMUMP, TCh L

192200

. LUMP(

193000

MOIMMEMO. JAmES H

M2'S.0

t

1:i141.''O

M t27.5

FU 3.0

m27.5

F30.0

F24.5

r29.0

m27.5

t27.0

M29.5

MU.5

m28.5

F30.0

M2d.G

M24.0

M29.0

7.0

1.0

0 00128

0128

0.0

00128

2.5

00126

0.0

2012A

2.5

00126

0.0

00128

5.5

00128

1.0

00128

2.5

301

280128

3.0

7

0.5

00128

17.5

01.5

20128

012B

0.0

00128

2.0

10128

6.0

00128

1.0

00128

4UY

44

TvfAL

1,570.5

109.5

Gie

woc

Um

. Tm

orrA

Ls

34

jUY

153

(11-6

1:tZ

IOTAL teK SCHL

80047.0

WKEV1UUS ATTEN:)ANLE

24,477oU

YLAK-iUm-,ATL AllEN.:ANLL

32,524.0

489.0

90

1.226.0

3b2

1,715.0

472

1-A

5T P

A6E

60-r

ogrA

LsFi

g. 2

-13

- A

ttend

ance

Rep

ort

FAILURES

5TULLNT

1040001040001174001232001246U0

IA. STUDENT NAME:

bARUARAk!AkUARA

JAhL5 PTIM

RICKEY

TEACH KAME

WILLHLINTZGALEHEINTZGALL

TEACH CODE

168076060076060

126585 9 LAANNE AOODwAR 176

1265135 DIANNE DAVIS 040

126585 DIANNE GALE 06U

126585 DIANNE AILL 168

126585 DIANNE hEINTZ 076

128000 UALL (JALL 060

12800U DALL 4ILL 168

12800O DALL HEINTZ 076

128200 DAN HEINTZ 076

131406 WV GALE 060

131400 WY HEINTZ 076

136000 LiAVIL LIALE 06014160C wILL1AM HEINTZ 076

142000 SCOTT R HEINTZ 076

1433UU ALAN HEINTZ 076

153200 tlAkILY DAVIS 040

15320U reAk1LY (1ALE 060

1536UU 9 mi0. L DA,15 040

16600C MAL 11 NENtIH 112

166000 eAL NE1NTZ 076

1743Ui; MAKK HEANTZ 076

180601 DAKTZLLL (ALL 060

10TAL 27

JUHIUR h1uti

SUbJ NAME SULJ LOUE

MATH 7 303;RLHU 1 952'CI 7 201ARCH() 7 952SCI 7 2U1LNG 7 010U HISGO 1015CI 7 201MATH 7 303ARCHO 7 9525C1 7 2u1MATH 7 303ANCHu 7 952ARCHU 7 9525CI 7 20ARCHL 7 952SC1 7 201ARLHG 'T 952AkCHU 7 952ARLHU 7 9520 HMO 1U15C1 7 .2ki

0 mI5Q0 loik3PL 7 bb3ARLtil 7 952AkLHO 7 952SC1 7 201

Fig. 2-14 -

JUN1UK h1yri UtIAL'E

PAGE 1

SUbJ NAME SUbJ COUL GRAN_ HOME ROOM GR LEVEL GRADE PERIOD

MATH 7 303 3 F 007C 07 4oicHU 1 952 1 F 007C 07 4

.C1 7 201 8 F 007B 07 4

ARCHO 7 952 1 F 007C 07 4

SC1 7 201 7 F 007A 07 4

LW, 7 010 2 F 0074 07 4

u mI5G0 lul b F 007A 07 4

5C1 7 201 7 F 007A 07 44ATH 7 303 4 F 0074 07 4

ARCHO 7 952 1 F 0074 07 4

5C1 7 2u1 5 F 007C 07 4

MATH 7 303 3 F 007C 07 4

ARCHu 7 952 1 F 007C 07 4

ARLHU 7 952 7 F 007B 07 4

SC1 7 201 7 F 0074 07 4

ARCK 7 952 1 F 0074 07 4

$C1 7 201 5 F 007C 07 4

ARcriG 7 952 1 F 0074 07 4

AkCHU 7 952 7 F 0076 07 4

ARcH0 7 952 7 F 007B 07 4

U H15G0 lul 3 F 007B 07 4

SC1 7 ZU/ E F 0078 07 4

u ril5uu 101 2 F 007C 07 4vPt. 7 bb3 9 F 007B 07 4

ARLht. 7 95Z 7 F 0076 07 4

AkCHU 7 952 1 F 0074 07 4

SC1 7 201 07 F 0074 07 4

Fig. 2-14 - Failure Report

TuLLNI

ihLUPPLETES

14AmE 1LALm NAME TEACH LODE

Joc41UK ht(2H

SUB.) NAML ButiJ LODE I

ICU60(.. . kali+ HE1N11 076 ARLH6 8 953iL,28u0 . ChANL HLINT2 076 ANCHU d 9531042LU . LELKUY HilIvii 076 ARLHU b 953

. I1(.:59t NLVE6.LY ilLINiL 076 ARCH() o 9:3

111201, BLL,:1 t4tINIZ 076 ARLHU b 95.2

LibOUL . AM. K hiArifiL 076 ARCH() 7 952

1.J1AL 6

16U0...L. 9 W.JULk LL.Liki 092 SC1 8 202

!LI;,1. i

Fig. 2-15

PAGE

JoNIUK hiGh WAOE PERIUU-4

J NAMI 5utiJ LOOE 01.k1a 0RADL NAL ROUM GR LEVEL GRADE PERIOD

Hti

ti0

110

CHUtHUCHU

I e

8 953 1 1 0086 08 4

d 953 1 1 0088 Od 4

d 953 1 1 0088 08 4

ts 9:3. 1 1 008( 08 4

8 95., 1 1 008C Od 4

7 952 7 1 0078 07 4

202 4 1 008B 08 4

Fig. 2-15 - Incomplete Listing

FIG. 2-16 - GRADE DISTRIBUTION REPORT

GRADE DISTRIBUTION L I NCOLN H I GH SCHOOL

TEACH NAME TEACH a NO.A /40.8 NO.0 NO40 NO,IF NO.1 II A % I

20

OG

43

19

35

IOU

27

22

OA

13

et1

CI(

1'

4:

2'

1'

2.

2

2

1

0

1

ANTOINE 006 10 18 26 28 4 1 11.5

ANTOINE OOL I 00.0

BJERSTE 022 3 38 24 11 6 5 03.4

CANTY 058 13 17 18 16 2G 3 1489

CHR I STE 068 8 42 37 19 10 1 06.9

CHR I STE 102 1 00.0

DAY . 124 8 23 25 12 17 09.4

DURETTE 159 4 21 19 10 37 1 04.3

lo, FARST 16C 77 A 6 1 I 02.8

ODELL 177 4 2 4 2 3 260

F I SHER 184 3 15 7 1 9 07 el

F I SHER 187 1 00.0

FOHS 191 6 IS 20 14 14 19 06.0

GAISER 202 12 32 24 4 2 16.2

GOBLE 214 17 33 33 21 9 6 14.3

GRAYEM 220 4 5 29 28 28 36 4 26.5

HALEY 236 10 15 15 8 3 I 19.2

HARDY 240 26 28 24 14 8 8 24.1

HOWARD 266 20 23 15 10 17 9 21.3

HUNTER 280 19 14 22 8 8 6 24.7

CHR I STE 305 2 00.0

KESSLER 312 96 23 2 1 780

N HIGH SCHOOL

NO.1 Ili A

1 11.5

00.0

s 03.4

3 14.9

1 06.9

00.0

09.4

1 04.3

82.8

26.7

07.3

00.0

19 06.8

16.2

6 14.3

4 26.5

1 19.2

e 24.1

9 21.3

6 24.7

00.0

78.3

gie%CliDtiFliGRADE PFRIOD0.4

I

20.7 29.9 32.2 04.h 01.1

00.0 100.0 00.0 00.0 00.0

43.7 27.6 12.6 06.9 05.7

19.5 20.7 18.4 2160 03.4

35.9 3i.6 16.2 08.5 00.9

100.0 00.0 00.0 00.0 00.0

27.1 29.4 14.1 20.0 00.0

22.8 20.7 10.9 40.2 01.1

08.6 06.5 01.1 01.1 00.0

13.3 26.7 13.1 20.0 00.0

116.6 17.1 17.1 22.0 00.1

00.0 00.0 0060 100.0 00.0

1100 22.7 15.9 15.9 21.6

43.2 32.4 03,4 01.7 00.0

27.7 27.7 17.6 07.6 05.0

17.1 16.5 16.5 21.2 02.4

k8.8 28.8 15.4 05.8 01.9

25.9 22.2 13.0 07.4 07.4

24.5 160 10.6 18.1 09.6

18.2 28.6 10.4 10.4 07.8

00.0 100.0 00.0 00.0 00.0

19.2 01.7 00.0 00.8 00.0

G te, 1 1 ul0GRADES GIVEN

87

1

87

87

117

1

85

92

93

IS

41

1

88

74

119.

170

52

108

94

77

2

120

'7.7

T.

Tar

,

CLASS STUDENT

RANKING

STUDENT

NA,*

OLAKEMAt.

SAYRE,

LOSCHIAV40. Ttria c

wpm, DONALD M

SMITH. DAVIu L

RAYNAitp.

HARTMAN. SCt;I

HANNA. MAkk

SMARR. DLIAS1E L

CRAIG. STEVL L

MOWN, SAM A

ROBERTS. LAftkl E

ALLENSWGkIP.

SHIPP. PATTI/. M

CARRUTHERS. SHARON

SARNHART. PAUL P

MILL I ANbtati

JAP.

STEMLb. 4Lt%

POOLIMEY, irAkt

MOSATKOS. CHAkLES

COOK. TEDO ft

Acoutuv. MAIL N

PIERCL. 1LRLSA

A

OHARA. JAC,

DONO. STLVCA

RINE. CAkULY% $

COPAS. RLADE%

CRAW. rIkt J

TOTAL STUDLNTS

Ili CLASSST.N8R

108400

171200

149600

191...uu

176200

164200

13%400

13V800

178400

11..000

ili000

.c7000

at,1404)

InbUU

il4004

1%/4400

1eidU0

Ib1u00

1s3e40

13..601

117606

116000

ibmwo

1t1000

10980-0

16LiUV

1111200

11o795

FINAL

PERIOD

SCHOOL YLAR 6768

**FINAL (AADES ONLY**

SIX

WADE POINTS

CREDIT

G.P.A.

RANK

MIU

Pi

14

A14

Mit,

Pe

it,

h.

1,U

PI

14

PA

10

I.

IU

Pi

10

Mlu

Pi V

rku

i1:

iit.

M/4.,

f14

4.4

lu

r.

1%,

.4

1'

M10

NIt,

I.

14,

P14

Mlu

I.

lu

PI

it,

N14

4.750

v.750

v.750

Iu.000

11.000

9.000

4.000

4.500

4.000

8.500

8.500

6.0W

v.000

6.000

6.250

N7su

6450U

6.000

1.500

4,000

6.S0v

5.500

10,5o

ul.%/00

if.50U

5.50U

5.000

d.SOU

4.75

2.453

48

4,75

2.053

46

4.75

2.053

48

5.00

2.000

51

5.50

2.000

SI

4.50

2.000

51

4.50

2.000

Si

5,00

1.900

55

4.75

1.895

56

4.50

1.889

ST

4.75

1.789

58

4.50

1.776

59

5.25

1.714

60

4.75

1.664

61

5.00

1.650

62

4.75

1.632

63

4.00

1.625

64

5.00

1.600

65

4.75

1.579

66

4.50

1.556

67

4.50

1.444

66

ft.u0

1.375

69

5.75

1.348

70

4.50

1.333

71

5.75

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Fig. 2-19 - Secondary Record Label

SECTION 3

PIPIL SCHEDULINI

,

PUPIL CLASS ASSIGNMENT (SCHEDULING)

FUNCTIONS IN SECONDARYSection HI

SCHOOL ENVIRONMENT Pupil Scheduling

At some period during the second semester of the school year, eachsecondary school which intends to use the computer for the assignmentof students for the coming year requests and receives from the Center astudent course election card. The card is similar to that illustrated be-low and contains basic identification data taken from the student masterfile. Since the basic data machine-printed on each card are alreadycoded into the card, it is not necessary to re-enter such.

%ST FIRST GR STUDENT NO 2 _ 5 6 10 I 1 12'SrP/ I TH cTEVEN U 024571N. ME L AST cm; WM GR STIJOENT NUMMI I ST e

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111111031111111110Fig. 3-1 Student Course Election Card

i:

.--"rogrt 1i)4 i ,. 1 410'

Following delivery of the Student Course Election Cards to the school,the registration activity is carried out according to the policies and wishesof the administration. Many schools prefer to prepare a Course ElectionSheet listing all courses to be offered during the coming year which is com-pleted at home by the student and his parents. These sheets are then re-viewed by the student and his counselor and, if approved, the requests trans-ferred to the SCE card. A typical registration sheet as prepared by theschool and completed by the student and his parents is shown in Fig. 3-2.A completed SCE card is illustrated in Fig. 3-3.

REYNOLDSBURG JUNIOR HIGH SCHOOL - yol

STUDENT REGISTRATION Foam - 1966-67

MIDDLE NEXT YR. NEXT YR. SCHOOL

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7th GRADE

CODE SUBJECT

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i

1

;

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010 English 1 024

301 Math 364

201 Science 202

106 World History 109

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Fig. 3-2 - Student Registration Form

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Fig. 3-3 Completed SCT Card

Once a school has completed all SCE cards, they are delivered to the

Center for keypunching. A list of all courses offered by the school is alsosupplied the center. After the cards have been keypunched, the Tally and

Paring Run (Phase 1) is made as illustrated in Fig. 3-4.

rgrulieliE 11

!Registration 1

!Sheet 1.40

(0 tional),L P

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CourseDescriptionCards

RequestsApproved And

TransferredTo SCE Card

Pairing AndTally Run

iSCE Cards

ForKeypunching

PairingMatrix

SimpleTally

Fig. 3-4 - Initial Run For Tally and Paring

3.

With the Tally and Pairing Matrix available, the principal can makecertain basic decisions concerning his master schedule before he beginsdescribing it. For example, a low number of requests for a subject mightindicate to the principal that he cannot justify offering the course; a totalof 95 requests, might indicate that four sections will be needed, etc. Atypical Tally is illustrated in Fig. 3-5.

Once such decisions are made, the principal may begin to preparehis master schedule. From the Pairing Matrix, he can determine coursesthat may or may not be offered opposite one another. Figure 3-6 shows atypical Pairing Matrix. An example of how the Matrix is used can be seenby reading down the left column of the Matrix, Eng 4B (044), which had29 elections. Reading across that line, the figure 16 indicates a high rateof conflict. Reading up that column, the course in conflict is 141. Thiscould cause a problem. Reading down the line once more to the figure 54*and then across, 141 is found to be PAD. Since 54 have requested PAD,probably two sections will be offered and the chances of conflict with Eng044 are reduced. Neverthelesa, this tells the principal that he shouldspace these courses out as much as possible in his schedule to avoid con-flict.

By identifying all single and double offerings (commonly known as"singletons" and "doubletons") and spacing these courses in the masterschedule, the principal greatly reduces the possibility of conflictingstudent schedules.

4.

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WRITING THE MASTER SCHEDULE

Once the principal has prepared a rough form of his schedule, he describeshis proposed schedule for computer simulation. This is done on the form fur-nished by the Center and illustrated in Fig. 3-7. Specifications and instructionsto assist the principal in describing his master schedule are provided by thecenter and a series of seminars conducted by personnel from the Center providesthe principal with valuable information. The center also has personnel availableto work on an individual basis with the principal at all times.

From the master schedule forms prepared by the principal, the center pre-pares a course master file on cards and the first simulation is made Keepin mind that the schedule presented by the principal at this time is strictly a"proposed" schedule and can, and probably will. be adjusted following the firstsimulation or "trial run" on the computer.

First Simulation Run

The illustration below shows how the first simulation run is made,

Principal'sMaster

1CMF PunchedFromMasterSchedule

rCMF

ControlCards

StudentElectionCards

FirstSimulauonRun

REPORTS GENERATED

Course MasterListingFig. 3-9

3-8 - First Sitnulat ion Rt n

onflictRepot tsEach Pupilr ig . 3-10

UpdatedMaster ListFig. 3-11

1

Room LoadFig. 3-12 I

4

TeacherLoadFig. 3-13

Master ListBy PeriodFig. 3-15

,40

Seve

ral v

alua

ble

repo

rts

and

listin

gs a

re g

ener

ated

for

use

by

the

prin

cipa

l at t

he ti

me

of s

imul

atio

n.E

xam

ples

and

a b

rief

dis

cuss

ion

of e

ach

follo

w.

CENTRAL M10m

C115

COURSE

NU

DESCRIPTION

SENES.

SECTION

ERIOD 000m

MASTER SCHEDULE LISTING

DAYS

CREDITS

SEATS

NET

AVAIL

PRIn111Ty

CONTROL

PAGE

INSTRUCTORS NAmE

011

!PATO

CODE

233

BIOLOGY

309

4342

Floc

029

7JOSEPH

FISHER

304 PP

235

BIOLOGY

309

S342

ALL

029

7JOSEPH

FISHES

SO*

235

BIOLOGY

310

4346

FMO

029

7GEORGE

CRONIN

303 41

233

BIOLOGY

310

S346

ALL

029

7GEORGE

CRONIN

303

233

BIOLOGY

3II

43

343

ALL

100

029

1om

poTTS

SO9 AA

215

BIOLOGY

311

6343

T029

1ROM

POTTS

SO9 9.

235

BIOLOGY

312

6342

T100

029

7coloTi4y

Gan

sos 9.

295

OIOLOGY

312

7342

ALL

029

7001607147

GANZ

SOS

235

BIOLOGY

313

6343

F100

029

7RoPERT

POTTS

3O9 410

295

BIOLOGY

313

7143

ALL

029

7OBERT

POTTS

SO9 A

237

APPL CHEM

101

3123

ALL

100

023

0H1115

VIGLIOTTA

312 A.

Mt

APPL Cmem

302

322T

ALL

MO

023

CmPts

VIGLIOTTA

312 A

297

PM OWN

303

s126

ALL

100

023

RA',

1[001ELSKI

SOP

Fig.

3-9

- C

ours

e M

aste

r L

istin

g

Thi

s lis

ting

is g

ener

ated

aft

er th

e m

aste

rsc

hedu

le p

ropo

sed

by th

e pr

inci

pal i

s re

ad in

toth

e co

mpu

ter.

Num

erou

s ite

ms

in th

e pr

opos

ed s

ched

ule

are

edite

dfo

r er

rors

and

"w

arni

ngs"

prin

ted

on th

e m

aste

r lis

ting

ifpo

ssib

le p

robl

em a

reas

are

det

ecte

d.It

ems

such

as

mis

sing

sect

ions

, im

prop

er c

odin

g, e

tc. a

rech

ecke

d be

fore

eac

h si

mul

atio

n ru

n.

Onc

e th

e m

aste

r sc

hedu

le h

asco

mpl

eted

the

edit

rout

ine,

stu

dent

req

uest

card

s ar

e re

adan

d th

e co

mpu

ter

atte

mpt

s to

sche

dule

eac

h st

uden

t int

o th

e pr

opos

ed m

aste

rsc

hedu

le.

If a

stud

ent i

s su

cces

sful

ly s

ched

uled

,no

thin

g is

pri

nted

dur

ing

sim

ulat

ion;

the

stud

ent's

sch

edul

e

C^PFzICY

1?-,

120

- CM90Sr 449 . STUDENT NO

A071441 . NANt 8EL8AEK

SAV:A

147

4(10

SI1

411

9;

..... *********

Al:AIL SECTPINS lr (Lem: COURSES (:71mPUTco

TIM'S

PaTTfQys cz-tm (EFT TO 810mT)

***** ...............

r. 1

128

01 71177 34 210

61:

01 Zt

ALL

S1 14LI

SI

lot

SI

pro 2

0147 04 2I811

03 2141

ALL

S1

TA

Si

OFR 3

.811

n4 21.

wily.

SI

Pro 4

409 01 2341

999 01 21.14? 0. 21.811

OS 71.

ALL

S3

*ALL

S3

*ALL

f3 TR

S3

PEP 4

409 01 Z.

.999 10 2141

ALL

S3

*ALL

SS

PEP 6

*911 01 71128

02 71.122 02 21.999 IT 21.

*ALL

SI

ALL

51 10ALL

SS

*ALL

SS

OFR ?

0147 09 2181106 ZI

*ALL

S3 TO

SI

FP 8

*122 01 21*

0147 01 71.

*ALL

S3

*ALL

S3

PFR 9

OF. 0

*

Fig.

s- I

U -

Ind

ivid

ual S

tude

nt C

onfl

ict M

atri

x

is w

ritte

n on

tape

and

the

next

stu

dent

's r

eque

sts

cons

ider

ed.

If, h

owev

er, a

stu

dent

can

not

be s

ched

uled

, a m

atri

x is

gen

erat

ed s

how

ing

the

man

ner

in w

hich

the

com

pute

r at

tem

pted

tosc

hedu

le th

e st

uden

t, th

e co

urse

cre

atin

g th

e co

nflic

t, th

e nu

mbe

r of

atte

mpt

s m

ade

to s

ched

ule

befo

re r

ejec

ting

the

stud

ent a

nd o

ther

ref

eren

ce d

ata.

Thi

s m

atri

x ca

n be

a v

ery

usef

ul a

idin

adj

ustin

g in

divi

dual

stu

dent

req

uest

s or

the

mas

ter

sche

dule

.

Onc

e th

e co

mpu

ter

has

cons

ider

ed e

ach

stud

ent's

req

uest

car

d, th

e si

mul

atio

n is

com

plet

ean

d a

tota

l is

prin

ted

indi

catin

g th

e nu

mbe

r of

stu

dent

s th

at c

ould

not

be

succ

essf

ully

sch

edul

ed.

An

upda

ted

mas

ter

list i

s al

so g

ener

ated

sho

win

g th

e nu

mbe

r of

sea

ts u

sed,

the

num

ber

rem

ain-

ing,

etc

.1

his

listin

g is

mos

t val

uabl

e in

spo

tting

poo

rly

plac

ed s

ectio

ns, p

erio

ds r

equi

ring

addi

tiona

l sec

tions

, etc

.

CENTRAL HIH

u3DATED PASTER SCHEDULE

67/66

COURSE

NuNOE0 SEC. DESCRIPTION Sri* DAYS

Pat

'ER CODE

ROOM CREDIT

--SEATS--

START DPEK USED

TEACHER

RO. RAPF

235

01

PHYSICS

3ALL

31

1202

100

2$

OS

23

236 JOHNSON ROST.

255

01

PHI'S LAO

3saw

31

202

te

OS

23

236 JOHNSON ROOT.

233

02

PHYS LAO

3T;

32

202

100

2$

07

21

236 JOHNSON ROST.

235

02

PHYSICS

3ALL

42

202

26

07

21

236 JOHNSON ROW.

233

03

PHYSICS

3ALL

$5

2202

100

26

OS

23

236 JOHNSON ROOT.

233

03

PAWS LAO

3NT

A2

202

26

OS

23

236 JOHNSON ROST.

253

Odh

PHYS LAB

3or

$1

202

100

2$

06

23

236 JOHNSON ROOT.

255

OA

PHYSICS

3ALL

91

202

28

06

22

236 JOHNSON ROOT.

233

OS

PHYSICS

3ALL

12

202

100

28

OT

21

309 DATES DAVID

259

OS

PHYS LAS

3To

22

202

2$

0?

21

309 OATES wow

233

06

PHYS LAO

3AW

St

1202

100

2$

06

22

3040 DATES DAVID

253

04

PHYSICS

3ALL

S1

tor

2$

06

22

SO, OATES DAVID

236

01

SA SCI

3ALL

3211

100

32

02

30

105 JORDAN PAUL

236

02

SR SCI

3ALL

5003

100

32

04

26

103 JORDAN RAUL

Fig.

3-1

1-

Upd

ated

Mas

ter

Sche

dule

Lis

ting

If, a

fter

car

eful

stu

dy o

f th

e lis

tings

gen

erat

ed to

this

poi

nt, t

he p

rinc

ipal

wis

hes

tom

ake

adju

stm

ents

to h

is m

aste

r sc

hedu

le, r

oom

load

and

teac

her

load

list

ings

ass

ist h

imin

mak

ing

soun

d an

d se

nsib

le m

odif

icat

ions

.T

hese

list

ings

indi

cate

roo

ms

that

are

vac

ant

each

day

and

per

iod,

sea

ts a

vaila

ble

in s

ectio

ns w

hen

the

room

is in

use

, etc

.T

he te

ache

rlo

ad r

epor

ts is

sim

ilar

to th

e ro

om lo

ad r

epor

t, th

e on

e ex

cept

ion

bein

g th

at it

is g

ener

ated

by te

ache

r ra

ther

than

roo

m n

umbe

r se

quen

ce.

am*

CENTRAL HIGH

COURSE

NUmBER SEC. DESCRIPTION SEm DAYS

ROOm

LOAD

REPORT

PR/

PEa CODE Room CREDIT

---sFATs...-

START OPEN USED

6Y/6

11

TEACHER

NO. NAME

HOME ROOm

3ALL

00

126

517 VIGITOTTA

259

01

CHEMISTRY

3ALL

1126

100

24

14

10

SOS KDRIFLSKI

259

01

CHEMISTRY

mw

2126

24

14

10

SOR KORIrLSKT

249

06

CHEMISTRY

3TR

126

24

14

10

507 HARRIS

12

22

259

05

CHEMISTRY

3Mot

31

126

100

24

14

10

501 SMITH

MO

PM1

TRF

M01

10M

2TRF

3

259

OS

CHEMISTRY

3ALL

41

126

24

14

10

SO1 SMITw

259

12

cmFmlATRY

3MF

42

126

100

24

OR

16

307 HARRIS

259

04

CHEMISTRY

3TP

41

126

24

14

10

s011 KOBIFLSKI

259

12

CHEMISTRY

3ALL

52

126

24

05

16

S07 HARRIS

259

07

CHEMISTRY

3ALL

61

126

100

24

19

OS

SOR ROBIrLSKI

259

07

CHEMIsyRy

mw

1126

24

19

OS

508 KOBIFLSKI

249

11

CHEMIsTRy

3TR

72

126

100

24

14

10

507 HARRIS

17

27

257

03

APPL CHEM

3ALL

126

100

29

14

OR

sos K081FLSKI

fig.

3-1

L -

Roo

m L

oad

Lis

ting

CENTRAL HIGH

COURSE

NUMBER SEC. DESCRIPTION SFM DAYS

HOME ROOM

3ALL

203

05

MATH cr

1ALL

1ALL

7ALL

207

07

MATH 11

3ALL

209

02

MATH 12A

IALL

211

02

MATH 128

2ALL

1ALL

2ALL

209

03

MATH 12A

IALL

211

03

MATH 128

2ALL

1ALL

2ALL

207

08

MATH 11

3ALL

TrACHER

LOAD

REPORT

PR/

PER CODE ROOM CREDIT

on

212

1 2 2 3 4 4 5 6 6 7 7

67/6

8

.SEATS.

TEACHER

START OPEN USED

NO. NAME

408 P4FLAN

212

100

25

12

13

408 PMFshi

212

100

27

17

10

408 PNFLAN

212

050

25

14

11

408 PMFLAN

212

050

2S

18

07

408 PHFLAN

212

050

212

050

25

08

17

408 PMFLAN

25

05

20

408 PHELAN

212

100

27

20

07

408 FINFLAN

Fig.

3-1

3 -

Tea

cher

Loa

d L

istin

g

Cfh

f444

. miG

re

you'. uTILIzattcft.

cows( NASTEO

sisEms 1

LIST

- 1WMOO

67i60

. SEPESTfo 2

PER=

MON

YVES

6E0

T06.0

FRI

NON

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wir0

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FR

0:

6)2

626

600

632

610

632

33

300

63:

611

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912

316

312

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376

300

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632

616

632

SeS

sqle

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632

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333

400

333

320

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32,

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301

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6OS

653

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316

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g. 3

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riod

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ad L

istin

g

The

per

iod

load

list

ing

prov

ides

the

prin

cipa

l with

an

over

all p

ictu

re o

f pe

riod

bal

ance

by s

emes

ter.

Eac

h fi

gure

indi

cate

s th

enu

mbe

r of

stu

dent

s as

sien

pd to

a cl

ass

each

per

iod.

The

refo

re, b

y su

btra

ctin

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ch f

igur

e fr

omth

e to

tal e

nrol

lmen

t of

the

scho

ol, t

hepr

inci

pal

know

s th

e nu

mbe

r of

stu

dy h

all s

eats

he

mus

t hav

e av

aila

ble

each

per

iod.

The

mas

ter

listin

g by

per

iod,

sho

wn

in F

ig.

3-15

, bre

aks

the

mas

ter

sche

dule

dow

nin

to th

e m

ore

trad

ition

al m

anne

r w

hich

pri

ncip

als

use

in c

onst

ruct

ing

the

conv

entio

nal m

aste

rsc

hedu

le.

It a

lso

furn

ishe

s th

e pr

inci

pal w

itha

sect

ion

by s

ectio

n br

eakd

own

of th

e to

tal

figu

res

prov

ided

by

peri

od in

the

peri

od lo

adlis

ting

and

indi

cate

s th

e nu

mbe

r of

rem

aini

ngse

ats

avai

labl

e fo

r us

e ea

sch

peri

od.

CENTRAL wIo,

COURSE

MASTER

LIST

- By PERIOD

COURSE

PR/

----SEATS----

SOWER SEC. DESCRIPTION SUPDAYS

'En CODE OM CREDIT

STAR? OPE% LSED

67/69

TEACHER

NC, NAPE

013

05

ENGLISH 3

3ALL

32

009

100

32

OS

27

722 BRILL JCAN

014

02

ENGLISH 3

3ALL

020

100

32

OS

27

143 GROSS CLARE

014

06

ENGLISH 3

3ALL

3?

024

100

32

os

27

267 BENTE STEPHEN

014

Of

ENGLISH 3

3ALL

02

217

100

17

04

29

295 CRONIN NARY

019

02

ENGLISH 4

3ALL

32

004

100

32

OS

27

642 DOSERT GERALD

021

01

ENGLISH 4

3ALL

32

209

100

32

06

24

314 RUSSO FRANK

030

01

JOURN 2

3ALL

32

027

100

32

12

20

432 MCBRIDE JOAN

040

01

DIAN 3

1ALL

22

022

SO

30

10

20

647 MCBRIDE KENNETH

103

02

U S HIST

3ALL

02

211

100

32

03

29

320 HARRIS PATRICIA

103

11

U S HIST

3ALL

02

210

100

32

OA

29

562 ROGERS JAMES

113

01

GOVT POD

3ALL

02

206

100

30

07

23

31? MURPHY PART

113

04

GOVT POD

3ALL

02

216

100

32

OA

24

406 DIETSCHE IRA

211

02

ADv

ALG

3ALL

32

213

100

32

09

23

S?? OROwN RAY

253

OS

PHYS LAS

3TR

32

003

20

07

21

304 SATES DAVID

235

Oe

PHTS LAS

3NC

32

002

100

29

06

22

309 SATES DAVID

307

01

LATIN 3

3ALL

02

00?

100

32

17

IS

335 JACKSON JAN

Fig.

3-1

5 -

Mas

ter

Lis

ting

By

Peri

od

Follo

win

g th

e fi

rst s

imul

atio

n ru

n,th

e pr

inci

pal,

with

the

aid

of th

e lis

tings

pro

vide

d hi

m,

anal

yzes

the

resu

lts.

Cer

tain

bas

ic it

ems

mus

tbe

eva

luat

ed a

nd d

ecis

ions

reac

hed

as to

how

the

resu

lts c

an b

eim

prov

ed.

The

fol

low

ing

cons

titut

esfu

ndam

enta

l are

as o

fco

nsid

erat

ion:

IW

ere

any

of th

e in

divi

dual

con

ilic

ts c

reat

ed b

y st

uden

tsre

ques

ting

mor

e su

bjec

tsth

an

co.il

d po

ssib

ly b

esc

hedu

led

into

the

num

ber

of p

erio

ds in

the

mas

ter

sche

dule

2.W

ere

conf

licts

the

resu

lts o

f "s

ingl

eton

s" a

nd"d

oubl

eton

s" c

reat

ing

a"b

lock

-out

" ef

fect

.re

mem

ber

that

whe

n a

sect

ion

of a

"do

uble

ton"

is o

ffer

ed o

ppos

ite a

"sin

glet

on,"

the

rem

aini

ngs-

tctio

n of

the

''dou

blet

on,"

for

all

prac

tical

pur

pose

sal

so b

ecom

es a

"si

ngle

ton.

"T

he s

ame

is

tr:;e

with

two

"sin

glet

ons"

off

ered

oppo

site

a "

trip

leto

n" c

ours

e.In

the

exam

ple

show

n in

Fig

.3-

16,

cour

se 0

74be

com

es a

"si

ngle

ton"

sinc

e it

is o

ffer

ed o

ppos

ite"s

ingl

eton

" 02

5 fi

rst p

erio

d.

3. Has one course conflicted sufficiently to justify moving it to anotherperiod in the master schedule.

4. Are there certain sections of a course that are "loading" poorly andmight be opened up by moving it or another course in direct opposition to it(usually a "singleton").

PEk 1

PL14 2

PE* 3

PEN

Rik 5

PEN b

PLR /

PER el

pkk

I PER 0A

145 Ul Z3* * * * * *0/4 01 Z1*ALL 53 * * * * * *MWF 53 *

* * * * *1342 Ul Z1* e* * * * *ALL 53 * *

* * *107 01 Z1* * * *

* * *ALL 53 * * * *

* * * * * *074 02 21** * * * * *MWF 53 *

*2ZU 01 ll* * * * ** *ALL 53 * * * * *

*30b 01 Zlit * * * * *

ALL 53 * * * * * *

* * * *113 01 ZI* * *

* * * *ALL 51 * * *

* * * * * * ** * * * * a *

* * if * * * ** * * * 0 * *

* * * * * * ** * * * * * *

Fig. 3-16 - Example of "Doubleton" Which Assumes "Singleton" Status

5. Do individual conflict charts indicate Periods which do not containrequested courses. Note in Fig. 3-17 that periods 4, 8, and 9 are vacantof courses this student has requested.

15.

-

PER 1 011 01 Z3* * * * * * *

ALL 53 * * * * * * *

PER 2

PER 3

PER 4

* *212 01 Z1* * *587 01 Z1*884 01 Z1** *ALL S3 * * *ALL 52 *Mw 53 *

* * *102 01 21* * *884 02 21** * *ALL 53 * * *TR 53 *

* * * * * * ** * * * * * *

.0( 5 *305 ul 21* * *112 01 Z1*587 02 21**ALL $3 * * *ALL 52 *ALL 52 *

PEk 6 * * * * * *d84 03 Zl** * * * * *Mw 53 *

PEk 7 * * * * *587 03 21*664 04 Z1** * * * *ALL 52 *wF 53 *

PER 8 * * * * * ** * * * * *

PEN 9 * * * * * ** * * * * *

PER 0 * * * * * *

* * * * * *

Fig. 3-17 - "Open" Periods Related To Student Requests

After such considerations are weighed and the appropriate adjustmentsmade, the second simulation run is made in exactly the same manner asthe first. In certain situations, a third may be necessary before an accept-able master schedule is realized.

16.

_

'

FINAL RUN

Shortly before school opens, the final run is made. This routine isillustrated below:

IStudentAddress Cards

(Optional)

Fig. 3-18 - Final Run

1

REPORTS GENERATED

StudentSchedulesFig. 3-19

Study HallInput ListFig. 3-20

UpdatedStudy HallList

Examples of each report produced at this time follow.

17.

ClassRostersFig. 3-22

HomeroomRostersFig. 3-23

Study HallRostersFig. 3-24

The student schedule is printed in multiple copy with two copies pro-

3.uced on heavy stock for filing purposes. Addresses can be included as

zn optional feature

PUPIL SCHEDULE CENTRAL HIGH-.

DUANE HENDRICKSON 10 106 167/68YR.

04!011521MBIRTH DATE SIX

0801275STUDENT NOSTUDENT NAME GRADE i WWI ROCImiSCHOOL

862 E NORTH wATEP.............

NOME ADDRESS PARENT NAME NOmE PHONE

COURSE PIIII00 ROOm CREDIT SEM" DAYS &MT INSTRUCTORS NAME REMARKSDESCRIPTION TER

106 ENG 10G 01 435 1.00 3 ALL'ALL

GROuvER639 ADV ART 02 327 .50 1 wILKINS

STUDYHALL 02 302 2 AIL205 MATH 10 03 214 1.00 3 AIL SCALISI

STUDYHALL 04 302 1 MTWP .

STUDYHALL 04 302 2 mTwP

255 BIOLOGY 04 LB5 1.00 3 F FISHER25g S100GY 05 255 3 ALL FISHFR306 LATIN 2 06 009 1.00 3 ALL BRADY912 PHYS ED 07 GYM .25 3 AIL ROBERTS137 HIST 10G 08 217 1.00 3 ALL HERMAN

..

,

*SEMESTER CODE I Is. SEMESTER 3 BOTH SEMESTERS

1 304 SEMESTER

Yig. 3-19 - Student Schedule

Notice that semester codes designate yearly and single semester courser.'

18.

The study hall input list is actually a "master schedule" for all study

halls. Since study halls are not considered during the simulation runs, they

do not come into the picture until this time. lhis listing indicates the section

number, room number, and "dummy" section each period for "overflow" use.

71112111r7*321117"1"1"1a211 01 01 203 XxXXX 30

1 02 01 CAF XXXXX 29

1 XX 01 XXx WM( 99

1 01 02 203 X X X 30

1 02 02 CAF XxXxX

1 XX 02 XXX XXXXX 99

1 01 03 203 XXXX 20

1 02 03 CAF XXI= 13

I XX 03 XXx XXXXX 99 1

1 01 04 203 XXXXX 45

1 02 04 135 XXXXX 49

1 XX 04 XXX XXXXX go

1 01 05 203 XXXXX

1 02 OS 135 XXXxX

1 xx os xxx XXXXX 99

1 01 04 203 XXXXX 48 I

1 02 06 CAF xXXXX

1 XX 04 XXX XXXXX

1 01 07 203 XxXXX 30

1 02 07 CAF XxXXX 23

1 XX 07 XXX XXXXX

1 01 0$ 203 xXXXX 25

Fig. 3-20 - Study Hall Input Listing

19.

The seats available are also desig-

nated on this listing. An option at

this point is to leave vacant periods

in a student's schedule unassigned.

Following the final pass, an

updated study hall list is also

generated which is the equivalent

of an updated master schedule.

This listing (Fig. 3-21) shows the

number of seats used each period

of the day each semester. This

affords the principal an ove-view

of balance in study hall sections

and guides him in assigning new

students much in the same way as

the Updated Master Schedule.

STUDY HALL SUMMARY

SEATS PER-SECT ROOM SEN MON TUE wED THU FRI

065 1-01 213 1 049 055 065 057 061

065 1-02 215 1 050 043 061 035 040

065 2-01 213 1 064 06? 069 062 065

065 7-02 215 1 053 054 057 n54 065

065 3-01 213 1 043 046 043 065 062

065 1-02 215 1 041 052 041 065 052

065 4-01 213 1 052 043 052 043 052

065 4-02 215 1 000 000 000 000 000

065 5-01 213 1 039 0511 039 058 039

065 5-02 215 1 000 000 000 (t30 000065 6-01 213 1 048 057 065 059 062

065 6-02 215 1 049 045 061 037 041

065 1-01 213 2 061 057 065 055 049

065 1-02 215 2 040 035 061 043 050

065 2-01 213 2 062 065 062 065 062

065 2-02 215 2 054 057 054 065 054

065 1-01 213 2 043 046 043 065 062

065 3-0? 215 2 041 052 041 065 052065 4-01 213 2 043 052 043 052 043

065 4-02 215 2 000 000 000 000 000

065 5-01 213 2 058 039 058 039 058

065 5-07 215 2 000 000 000 000 000

065 6-01 213 2 049 055 065 057 061065 6-02 215 2 050 043 061 035 040

Fig. 3-21 - Updated Study Hall List

Class Rosters (Fig. 3-22) are also generated in multiple copy for

each section of each class. Identification information pertaining to each

class as well as data on each student assigned to each section appears on

this listing. Total enrollment by s.....x is also given at the end of each roster.

20.

CENTRAL HIGH

COURSE 30601 LATIN 2TEACHER 986 UOY FRANCES

ROOM 009 PERIODCREDITS: 100

0967

6 MEETS NTWRFSEMESTER 1 6 2

NAME SEX GRADE HR STUDENT

ALDUINO ABRAHAM 10 306 0100123BARBARO MARTHA 10 310 0203456CATHAWAY CELESTE 10 310 0301789DESIO ROSEANNE 10 306 0405000DESSATTI *AMORE M' 10 310 0404139FOPESTER RICHARD 10 310 0604531FURGUNS04 LORRAINE 10 306 0602351GRAHAM BARBARA 10 327 0700125GUNTHUR RONALD 10 327 0705257HENRICKSON DUANE 10 306 0801275

HOWARD SUSAN 10 310 0809527HULLENDO4F HENRY 10 327 0813572JOHANSEN ELIZABETH 10 306 1003725JOHNSON DOUGLAS 10 306 1004752KING JOHN 10 306 1104310KLINGER KENNETH 10 327 1105301KNUTSON GREGORY 10 310 1103482LINDERMAN LAURA 10 306 1203428SORENSON FRANCINE 10 327 2007249FREEMAN CHARLES 12 208 0601284

JORJENSON JEFFREY 12 208 1005824KING MARGARET 12 208 1105842THOMPSON STEVEN 12 203 2113350

TOTAL 23 FEMALE 10 MALE 13

Fig. 3-22 - Class Roster

Homeroom Rosters (Fig. 3-23) are produced in much the same manner

as class rosters. This roster is also produced in multiple copies and includes

much the same data as the class roster.

21.

NVMBER TITLEHOPE ROOM

CODE

PER MST ROOM306

PUPIL NAME

CAYS SEM SCL

SEX GRADE

102207 ALBERTSON DOLGLAS P 10

100123 ALDUINO ABRAHAM m 10

200270 BALBONI ANNETTE F 10

263516 BARTON MARY F 10

287561 BROWN HAROLD Po 10

306027 CHAISTOPOLOUS CARO F 10

405000 DESIO RUSEANNE F 10

417072 DOUGLAS GEORGE w 10

514702 EVERETT IRVING m 10

623015 -- FITZGERALD JENNI F 10

620720 FRANKEL LISA F 10

602351 FURGUNSON LORRAINE F 10

732222 GORDON ARNOLD m 10

801275 HENDRICKSON DUANE IA 10

896111 'OPE ANUREw P 10

954333 INGLAS PETER m 10

078666 JACOBSON PAUL m 10

003725 JOHANSEN ELIZABETH F 10

004752 JOHNSON DOUGLAS m 10

138221 KELLY PATRICK m 10

104210 KING JOHN m 10

250110 LATHROP KENNETH m 10

203428 LINDERMAN LAURA F 10

329305 mCCONNELL JANET F 10

347165 MCDONALD KELLY F 10

327332 MCDOUGAL KATHLEFN F 10

342651 4ORR0w bRENDA F 10

449443 NESMITH NORRINE F 10

516554 OLEARY DIANA F 10

535615 OLSEN JULIANNE F 10

812156 REYNERTSON JEANNE F 10

808035 RONNING DONALD m 10

191510 TOMASSONE DAVID M 10

361501 vOLLENDORF GARY P IQ

650150 ZELENT bRUCE M 10

TOTAL GIRLS 017 TOTAL BOYS 018 TOTAL STUDENTS 035

Fig. 3-23 - Humeruum Rosier

The Study Hall Roster (Fig. 3-241 is similar to the homeroom and

class rosters except each day that the student is in the particular study

hall is indicated. Rosters are printed on a period and semester basis to

allow for single semester study halls. Totals by sex are also furnished.

..

CENTRAL HIGH

T(AM* 062 WELLS SARAH 04

NAORIG*4SONENSONTALKALPEALDVSALOmu*

BROWCATN

CN*1DES1OESSDOUGEVENFITZrocpRANFuOGGOND

GRANGUNTHEWHOO2NOWAHULLINGLJACOJOHAJOHN

ICEL.'

KING jOHN m 10 306 1106310 TF

KLINGER KENNETH 10 327 1103301 Tr

KNUTSON GREGORY 0 10 310 1103482 TF

LAT0000 KENNETH 0 10 306 1:50110 yr

LINDERMAN LAURA F 10 306 1?014:8 T

44CCCNNELL JANET F 10 306 1329303 r

KELLY F 10 306 1167165 TAF

mCnaUGAL KATHLEEN r 10 306 1121312 T

tvoKow BRENDA F 10 306 1342651 T

NAME

09-6?

000m 302 PERIOD 4 WETS TOFSINISTER 2

MAUREENPATRICIA

SEX GRADE $4, STUDENT DAYS

F 09 103

F 09 1030846931199T483

TRFTRF

CENTRAL HIGH

STODIMALL ROOT= - COPT:MID

09-6?

NAME GEN GRADE 448 STUDENT DAYS

NESMITH NONRINE F 10 306 1466441 TR

OLEARY DIANA F 10 106 1516334 iF

OLSEN. JULIANNE F 10 306 1533615 TPF

REYNERTS)N JEANNE F 10 306 1812156 TPF

*OWNING DONALD M 10 306 1808033 PF

SORENSON FRANCINE F IC 32? 2001248 TF

TGAsSONE DAVID 01 10 306 2191310 TPF

vOLLENONF GARY m 10 306 2361501 TPF

ZELENT SINCE N 10 306 2650150 F

HARRIGAN KEVIN M 11 218 0870204 F

PETERSEN JANES N 11 204 1619161 F

UNDENNILL mow( so 11 218 2123165 T

vANDER002;NE JASON A 11 218 2264244 T

FREEMAN CHARLES m 12 208 0601284 ?IF

JORJENS34 JEFFREY m 12 208 1005824 TPF

KING MARGARET i 12 201 1109842 TOANNERTS34 JUDITH F 12 327 mono TAF

ToINPS04 STEVEN 01 12 201 2113330 TPF

WILLARD LOUISE e 12 323 2113035 oF

YOuNGER SCOTT 4 II 127 2589164 F

TOTAL 60 FEmALE IT mALE 13

CONTINUED ON N(AT "PAGE

Fig. 3-24 - Study Hall Roster

In the final analysis, the following can be said of computerized pupil

scheduling:

1. The principal, within the limits of this.method of computerized

scheduling 'here we refer to the "class loading" system) retains total control

over his master schedule and, to a great degree, over individual student

schedules.

2 3.

2. The very fact that the principal is in control of the scheduling

process makes it a "must" tha:. he prepare a sound and logical master

schedule. A master schedule that is not functional manually is no better

when computerized.

3. Since so many items are thoroughly edited before processing by

the computer, personnel collecting data for scheduling must pay particular

attention to detail. Bad data assures tragic results.

4. While it is possible to complete scheduling for a school in a rela-

tively short period of time, schools should not delay this task. It is defi-

nitely advantageous for all concerned to begin the scheduling function during

the early part of the second semester.1

24.