D3 Documentation - Read the Docs · D3 Documentation, Release 1.0 Dynamic District Dashboard (D3)...

D3 DocumentationRelease 1.0

K-12 Dynamics

Jan 08, 2019

Getting Started

1 Quickstart 31.1 Login . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31.2 Landing Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41.3 User Interface Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51.4 Navigating Around the App . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61.5 Using Quick Search . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81.6 Sidebar Actions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81.7 Using on Mobile Devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

2 How Do I. . . 112.1 How to Set Your Home Screen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112.2 How to Logout from D3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112.3 Common Dashboard Tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112.4 Common Chart Tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

3 Training Videos 133.1 Basic Chart Operations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133.2 More Coming Soon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

4 Favorites 154.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154.2 Managing Favorites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

5 Chart Library 175.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175.2 My Items Folder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175.3 About Charts and Dashboards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175.4 Dashboard Sidebar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195.5 Chart Sidebar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

6 My Items 296.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296.2 Create a Personal Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 306.3 Create a Personal Dashboard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 326.4 Manage Your Items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

7 Scorecards 35

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7.1 Types of Scorecards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 367.2 Scorecard Layout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 367.3 Scorecard Actions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

8 Data Explorer 438.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 438.2 How to Explore . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 448.3 Walkthrough . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 468.4 Explorer Sidebar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

9 Watch Lists 659.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 659.2 Managing Watch Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 659.3 Create a Watch List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 669.4 Viewing Watch Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 759.5 Publishing Watch Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 799.6 Watch List Sidebar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

10 KPIs 85

11 Settings 87

12 Enrollment 89

13 Discretionary Discipline Disproportionality 91

14 TEA Dashboards 93

15 Resolving Data Load Issues 95

16 Managing User Access 9716.1 How Are Credentials Recognized? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9716.2 Available Roles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97

17 Publishing Changes to the Library 99

18 User Impersonation 101

19 Custom Reporting 10319.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10319.2 Special Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

20 D3 Architecture 105

21 OLAP Concepts in D3 10721.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10721.2 Terminology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10721.3 The Dimensional Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10721.4 The OLAP Engine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10821.5 OLAP Measures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10921.6 OLAP Dimensions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10921.7 A Closer Look . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110

22 OLAP Measures Used In D3 111

23 Default Library Structure 113

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24 D3 Agent 12724.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12724.2 Technical Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12724.3 Setting Up the D3 Agent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128

25 Vision 13125.1 Our Passion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13125.2 Why D3? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131

26 Roadmap 13326.1 #1 TEA Data Integration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13326.2 #2 Administrative Management of Library Items . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13326.3 #3 Classroom-Based Experience for Teachers and Principals . . . . . . . . . . . . . . . . . . . . . . 13426.4 #4 Graduation Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13426.5 #5 Cross-Functional and Statistical Analysis Improvements . . . . . . . . . . . . . . . . . . . . . . 13426.6 #6 Publish to Portal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13426.7 #7 Forecasting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134

27 Release History 13527.1 May 2017 Release . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13527.2 April 2017 Release . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13927.3 March 2017 Release . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14227.4 February 2017 Release . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14327.5 January 2017 Release . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14627.6 December 2016 Release . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14727.7 November 2016 Release . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14827.8 October 2016 Release . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14927.9 September 2016 Release . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15427.10 August 2016 Release . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15527.11 July 2016 Release . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15927.12 June 2016 Release . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16227.13 May 2016 Release . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16327.14 April 2016 Release . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16527.15 March 2016 Release . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16627.16 February 2016 Release . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166

28 Accessibility 169

29 Confidentiality of Customer Data 171

30 Legal Information 17330.1 Open Source Licenses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173

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D3 Documentation, Release 1.0

Dynamic District Dashboard (D3) is a dashboard-style software system that gathers, organizes, and presents keyinformation to stakeholders of K-12 school districts. It also provides the tools necessary for integrating and analyzingschool district data. D3 works on traditional desktops and laptops; it is also compatible with handheld devices such assmart phones and tablets.

The main documentation for D3 is organized into the following sections:

• Getting Started - New users should begin here

• Features

• Data Guides

• Administration

• Technical Reference

• About D3

Getting Started 1


2 Getting Started

CHAPTER 1

Quickstart

1.1 Login

D3 requires every user to log in. For users coming in via the district’s secure portal, the login credentials entered at thedistrict portal will be passed through automatically to D3 using single sign on. However, for users navigating directlyto D3, the login screen will be displayed (depicted below) and the user must enter a valid user name and password forthe given school district organization.

3


See also:

How Are Credentials Recognized?

1.2 Landing Page

Upon successful login, D3 displays your custom home page. If you have not yet designated a home page, you will seethe initial landing page instead:

4 Chapter 1. Quickstart


1.3 User Interface Elements

D3 has a standard header bar at the top of the application from which all actions within the application can be initiated.

From left-to-right, the purpose of each component in the toolbar is:

1. Access the main menu to open screens in D3.

2. Go back to the previous screen (only visible when there is a previous screen to navigate back to).

3. Title of the current screen.

4. Quick search of all available D3 items (note: on mobile phones a magnifier glass icon is displayed instead of atext box).

5. Expand the sidebar to perform actions and view details applicable to the current screen.

1.3. User Interface Elements 5


Number 6 in the image above identifies the main content area that displays the current item. In this example, we arelooking at a dashboard.

1.4 Navigating Around the App

Click the “hamburger” icon to access the main menu, from which you can access all D3 visualization features.

Tip: The navigation panel closes automatically once an item is selected, but if you want to close it without selecting



an item just click the hamburger icon again.

The main area of the navigation panel is a tabbed interface, which provides access to each type of tool within D3.

The purpose of each tab is as follows:

• Favorites: This is a unique view that allows you to quickly access your most used items.

• Library: Access dashboards, charts, and other items published to your organization as well as your personallycreated items.

• Scorecards: View many measures at once for a single entity,such as a school or student.

• Data Explorer: Analyze and drill-down into your data dynamically using this visual explorer.

• Watch Lists: Track and monitor individual sets of students, either explicitly or dynamically based on criteria.

• Settings: Manage various configuration settings used within D3.

Note: Availability of each of these tools is based on role, so you may not see all of these tabs.

Also, at the bottom of this panel you will see the name of the currently logged in user and a logout button.

1.4. Navigating Around the App 7


1.5 Using Quick Search

Activate the quick search feature from the header bar to quickly locate items in D3.

When activated, enter your search term, or choose from the pick lists of recent items and popular items.

Results are returned in real-time as you type, displaying categorized results of matching items. Click any item toactivate it.

1.6 Sidebar Actions

The sidebar is hidden by default to maximize the space given to visualizations displayed in the content area. Selectingthe left-pointing double chevron on the far right of the header bar displays the sidebar. Once displayed, the sidebarstays open until you close it or navigate to a new screen.

The items displayed in the sidebar will vary based on what type of visualization is displayed in the content area. Youcan perform a wide variety of functions from the sidebar, such as:

• View explanation, legend, and statistics associated with current visualization

• Link to other tools within D3

• Share and export the current visualization

• Modify the visualization by applying filters, changing the view, of adjusting other settings

• Manage other actions, such as making it your home screen or adding it to your favorites

1.7 Using on Mobile Devices

D3 uses the “responsive web design” approach for building the user interface to provide an optimal viewing andinteraction experience across a wide range of devices from desktop computers, to tablets and mobile phones.



Tip: Did you know you can install D3 as an app on your favorite mobile device for easy access and a full screenexperience? Just open D3 in your browser, then. . .

iPhone & iPad: Tap the share button, and choose “Add to Home Screen”.

Android: Tap the menu button and tap “Add to homescreen”.

1.7. Using on Mobile Devices 9



CHAPTER 2

How Do I. . .

This section describes some common tasks that are useful to know in D3.

If you haven’t already reviewed the Getting Started guide, please read that first.

2.1 How to Set Your Home Screen

The home screen is the view displayed in D3 immediately after you login. Any favorited item can be set to appear asyour home screen.

Steps to set your home screen:

1. Open the item from the main menu.

2. If the item is not currently a favorite, click Add to favorites in the sidebar.

3. In the sidebar, click Set as home screen.

Performing these steps will assign a home screen if you did not already have one set, or replace an existing one if youhad previously set a home screen.

2.2 How to Logout from D3

Click the icon on the far left of the top bar to open the main menu. In the footer of the pull-out menu panel, you willsee the name of the currently logged in user and a logout button. Simply click this button to logout the user. The D3sign-in page will then be displayed.

Note that you can also just close your browser (or browser tab) to effectively logout from D3.

2.3 Common Dashboard Tasks

How do I apply dashboard filters?

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How do I clear a dashboard filter?

How do I add a dashboard to my favorites?

How do I make a dashboard become my home screen?

How do I create a dashboard?

2.4 Common Chart Tasks

How do I apply chart filters?

How do I create a chart?

How do I launch data explorer from an existing chart?

12 Chapter 2. How Do I. . .

CHAPTER 3

Training Videos

3.1 Basic Chart Operations

3.2 More Coming Soon

We’ve just started recording training videos, so stay tuned for future updates in this space.

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14 Chapter 3. Training Videos

CHAPTER 4

Favorites

4.1 Introduction

The Favorites feature provides a way for each user to mark library items for quick access.

Each favorite can be launch with just two clicks. First, click the main menu icon. Your Favorites are automaticallydisplayed as the first tab in the menu (identified by a star icon). Second, click a favorited item to launch it.

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Your favorites are organized in alphabetical order.

4.2 Managing Favorites

Most items in D3 include an Add to favorites option in the sidebar. Clicking this option will automatically addthe current item to your list of favorites.

If the item is already in your favorites, a Remove from favorites option will be available instead.

Once you have identified an item as a favorite, the addition option Set as home screen become available. Click-ing this will cause the favorited item to be automatically displayed as the initial screen when you login.

16 Chapter 4. Favorites

CHAPTER 5

Chart Library

5.1 Introduction

The chart library feature provides access to the many charts and dashboards available in D3.

To access the chart library, click the main menu icon at the top left of the screen. The chart library is activated byselecting the second tab in the menu (identified by the chart icon).

The chart library is organized into sections, such as Academics, Finance, and Human Resources. Some sections thatcontain a lot of charts will include additional sections within them. You can navigate the chart library just like a foldertree.

5.2 My Items Folder

The first item in the chart library is called “My Items”. This is a folder that contains all the personal charts anddashboards created by you.

Warning: The “My Items” folder is not displayed until you create your first personal item.

Learn more about creating and managing your charts and dashboards in the My Items folder.

5.3 About Charts and Dashboards

A dashboard is a collection of charts. Functional area dashboards contain charts related to the specific function. Youcan also create your own personal dashboards containing any selection of charts.

Both dashboards and individual charts are available in the chart library.

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Selecting an individual chart in the library will open that chart at full-size and display applicable information andactions for the selected chart in the sidebar. Conversely, selecting a dashboard displays multiple charts at once, andprovides applicable dashboard actions in the sidebar.

The following picture shows a variety of library items within the Human Resources folder. Notice the icon used forthe dashboard named “Human Resources”, versus the icons used for individual charts, which will vary depending onthe chart type.

5.3.1 Selecting a Chart Within a Dashboard

Dashboards show their charts at a smaller size to facilitate the dashboard-style view. When viewing a dashboard, thesidebar initially displays applicable information and actions for the dashboard as a whole.

The application enables you to work with the dashboard as a whole or with an individual chart within the dashboard.To activate an individual chart, you select it by clicking or tapping the chart on the dashboard. A border will bedisplayed around the chart to indicate it is active, and the sidebar information will change to provide information andactions specific to the selected chart.

You can open a chart within a dashboard to full-size by choosing “View” from the sidebar once the chart is selected.

Tip: If you are using a device with a mouse, you can also double-click a chart within a dashboard to open it full-size.

To go back to the original dashboard view, just select the “Dashboard” action from the sidebar.

5.3.2 Dashboard Layout

Dashboards present multiple charts in a grid of columns and rows. Generally, a chart occupies a single cell (intersectionof column and row); however, some charts use 2 columns on a single row – this is done selectively to enhancevisualization of data presented in certain charts. Note the top right and bottom left charts in the figure below to

18 Chapter 5. Chart Library


see multi-cell charts. Dashboard layout is completely dynamic: as more charts are added to (or removed from) adashboard, the layout is expanded or collapsed, depending on the number of charts.

On smaller hand-held devices, charts are displayed in a single column. Each chart occupies the device’s screen entirely.Scroll down or up to view additional charts.

5.4 Dashboard Sidebar

Users can perform various actions on dashboards. These actions are available from the sidebar, which is activated byclicking the double-left arrow icon, located at the top right of the D3 screen. Actions applicable to the dashboard as awhole are enabled as shown below; disabled actions are reserved for selected charts only.

5.4. Dashboard Sidebar 19


Tip: Hiding Actions Menu: When the Action Menu is opened, the icon is switched to a double right arrow icon; toclose the Action menu, click the double right arrow icon

5.4.1 Send To Options

The Send to... item displays a sub-menu with various options as follows:

• Printer: Allows the user to print the dashboard. The user is presented with the Print dialogue box to select theprinter.

• Email: Allows the user to email the dashboard. This invokes a dialogue box that asks the user to enter one ormore eMail addresses, a subject line, and a message. Upon clicking Submit, the eMail is sent with the dashboardas a jpg attachment.



• Save as image: Allows the user to save the dashboard as a jpg image to any drive attached to the user’s lo-cal device. The image can later be inserted in documents as needed for internal or external district/campuscommunications.

• Save as PDF: Allows the user to save the dashboard as a PDF document. The user is presented with the Save asdialogue box where the user can select the name of the desired PDF file as well as the drive and folder where tosave the PDF file.

• Export to Excel: Allows the user to export the data for each chart displayed in the dashboard. The data foreach chart is saved as a separate tab within the same Excel file; each tab is labeled with the corresponding chartname. When the user selects Export to Excel, an Excel file is created with a generic name and is downloaded tothe local device’s Downloads folder. You can navigate to the file and open it or use browser to view it.

5.4.2 Working with Filters

D3 dashboards present information at the highest aggregation level possible for the role of the logged in user. Fil-ters allow users to narrow the scope of the data presented in a specific dashboard by excluding certain subsets ofinformation.

Each functional area includes a specific set of filters applicable to the corresponding function:

5.4. Dashboard Sidebar 21


Selecting a Filter

Data presented in all charts of the currently selected dashboard can be filtered to exclude certain dimensions or cate-gories of data.

1. Click Filters in the action menu

This presents the user with the applicable filters for the functional area.

2. Click the filter name you wish to use

Or click the down arrow located next to filer name. This expands a list of dimensions or categories that can beused to filter data.

3. Click the desired filter

The dashboard will be redrawn with charts reflecting data associated with checked value(s) only. The remaining,unselected values will be filtered from dashboard charts.

Academics Dashboard Filter Example

For district staff roles, Academics function area dashboards initially present data for the district as a whole; for campusadministrator users, dashboards initially present data for their campus. In either case, the data is aggregated for allgrade levels, all sub populations, and for all ethnic and gender groups.

Users can filter out one or more campus type, campus, grade level, race/ethnicity, gender, and/or sub population. Forexample, when viewing a dashboard aggregated for the whole school district, users may want to narrow the scope ofall charts in the dashboard to one or more campus type.

1. Open the sidebar (if it’s not already open), then click on Filters.

2. Select Campus Types to expand the available choices.

3. Check one or more campus types.

The dashboard charts are redrawn with data for the selected campus types only; data for the unselected campustypes are removed from the context of charts.

Selecting / Deselecting All Filters

Filter values default to all being unchecked. When all filter values are unchecked, D3 assumes all data should beincluded (which is equivalent to checking all filter values). This is equivalent to all values being checked or the “All”option being selected.

1. Open the sidebar (if it’s not already open), then click on Filters.

2. Select the files with the checked filter values that you want to clear.

3. Check the “All” option or uncheck any checked filter values.

The dashboard charts are redrawn with all applicable data.

Using Filter Combinations

Multiple Filters can be used at once to narrow the scope of dashboard charts. For example, you can select Elementaryfor Campus Types, Hispanic and White for Race/Ethnicities, and Gifted and Talented for Program Types. This willredraw all charts in the dashboard and include only students that are White or Hispanic, Gifted and Talented, andenrolled at elementary campuses.



5.4.3 Other Dashboard Actions

D3 provides various actions applicable to the dashboard as a whole vs. those for all charts within a dashboard.

Add to Favorites

Dashboards are located within folders and sub-folders of functional areas. To have quick and easy access to one ormore dashboards, users may add dashboards to their Favorites area.

1. Find a desired dashboard in the chart library and select it.

2. Open the sidebar.

3. Click ‘Add to favorites’

The selected dashboard is now available in the Favorites area.

Remove from Favorites

Users can remove dashboard(s) added to the Favorites area. To do this, select the desired Favorites dashboard, openthe sidebar, and then click Remove from favorites.

Set as Home Screen

When the user first logs in, the default dashboard appears. This is the user’s home screen. D3 allows each user tochange the home screen by setting it to a different dashboard.

1. Navigate to the desired dashboard.

2. Open the sidebar.

3. Click ‘Set as home screen’

The selected dashboard now becomes the user’s default dashboard.

5.5 Chart Sidebar

Users can perform various actions on a selected chart. These actions are available from the sidebar, which is openedby clicking the double-left arrow icon, located at the top right of the application. Actions applicable to the selectedchart are enabled as shown below. Actions are grouped into three sections: Actions, Modify, and Dashboard.

5.5. Chart Sidebar 23


5.5.1 Chart Actions

The Actions section provides tools to explore, save, and share the chart.

• View: This option only appears in the dashboard screen when a chart is selected. It opens the selected chart toa full-size view.

• Dashboard: This option only appears when a chart is opened from within a dashboard. It is used to return tothe dashboard view.

• Explore: Allows the user to launch the Data Explorer using the current chart configuration as a starting pointfor the exploration.

• Explain: Provide a description of the current chart, statistical values for each measure reported in the chart, andthe chart configuration.

5.5.2 Chart Modification

Using Filters

To filter the data of a selected chart, click Filters from the sidebar. This presents the user with the applicable filtersavailable for the functional area.

1. Select a chart of interest then click Filters in the sidebar.

This present the user with applicable filters for the chart functional area.

2. Select the filter name you wish to use

- or click the down area located next to the filter name. This expands a list of categories that can be used to filterthe data.



3. Click the desired filter.

The chart is immediately redrawn showing the data associated with the checked filter value(s) only. The remain-ing, unselected value are filtered out from the chart.

To apply a filter, select a filter option to expand it, then select the checkboxes corresponding to the items you want tofilter on.

Multiple filters can be used at once to narrow the scope of a chart. For example, you can select Elementary for CampusTypes, Hispanic and White for Race/Ethnicities,and Gifted and Talented for Program Types

Tip: To undo all filter changes at once, click ‘Reset all’ at the top right of the sidebar.

Filter Example

In the Academics functional area, charts initially present data for the district as a whole for district staff roles; forcampus administrator users, charts present data for the entire campus. The data is for all grade levels and all subpopulations, and for all ethnic and gender groups. Users can filter out one or more campus type(s), campus(es), gradelevels, ethnicities, genders, and sub populations. For example, when viewing a chart aggregated for the whole schooldistrict, a user may want to narrow the scope of the chart to one or more campus type.

1. Select a chart of interest in the Academics functional area.

Campus Types are displayed

2. Open the sidebar then click Filters

3. Select the Campus Types filter.

4. Check one or more campus types.

The chart is immediately redrawn with data for the selected campus type(s) only; data for unselected campustypes are removed from the context of the chart.

Sort By Options

Click the Sort by item to see available choices for sorting the items in the selected chart. There are three optionsavailable:

• Default: This is the initial setting, which displays the items in the chart in the order specified by the chartcreator.

• Value: Organizes the chart items in ascending order of their values.



• Category: Organizes the chart items alphabetically according to the category names.

Data View

The Data View option within the Modify section allows the user to change the display from chart to data grid. Thisallows the user to see the underlying data of the chart in tabular form. Below is an example of changing from chart todata view for one of the charts on the ADA dashboard.

It is a toggle switch, so selecting it a second time switches back to chart view.

5.5.3 Chart Section

When an independent chart is opened or a chart from a dashboard is selected in the full-size view, the Chart section inthe sidebar provides the following additional options.

Add to Favorites

Charts are located throughout D3 folders, sub-folders, and/or dashboards of functional areas. To have quick and easyaccess to one or more charts, users may add specific charts to their Favorites area. To do this, find a desired chart,select the chart, click the Action menu, and then click Add to favorites. The selected chart is now available in theFavorites area as an individual item chart.

Remove from Favorites

To remove a chart from favorites, select the chart you want removed from Favorites then click Remove from favorites

5.5.4 Legend Section

Most charts provide a color-coded legend within the chart that describes each chart component. However, when thereare space constraints displaying the chart, D3 will automatically hide the legend. Even when the legend is not displayedwithin the chart area, it is always available in the sidebar.



Additionally, the legend section of the sidebar provides some additional features that can be applied to each legenditem. These features are hidden by default, but can be expanded into view by clicking the down arrow on the right-sideof the legend text:

• Items can be hidden from the chart by changing the visibility toggle switch under a legend item.

• The color of a chart item can be changed, as shown below. Custom colors are automatically persisted for thecurrent user only. The original color can be reset by clicking Reset to default.




CHAPTER 6

My Items

6.1 Introduction

“My Items” is a special folder in the chart library. It is always shown as the first item in the library. The My Itemsfolder is not displayed until you create your first personal item.

29


When you click the My Items folder, your list of personal items are displayed

There are several ways to create a personal item:

• Select an existing chart, explore it; create a personal chart

• Build a new exploration; create a personal chart

• Create a personal dashboard from existing charts

6.2 Create a Personal Chart

Personal charts are created from the Data Explorer. You can either start from an existing chart and click Explore fromthe sidebar, or create a new exploration.

See also:

Learn more about working with Explorer.

If starting from an existing chart, you can make any changes to the exploration steps to customize the chart to yourneeds.

When ready to create a personal chart, select “Create chart” from the Actions section of the sidebar. By default, thiscreates a chart from the bottom level of the exploration, but you can also select a different exploration step to create achart from that step instead.

30 Chapter 6. My Items


You will then be prompted to provide a name for your chart. Choose something descriptive. The provided text willappear in your My Items folder:

6.2. Create a Personal Chart 31


6.3 Create a Personal Dashboard

To create a new dashboard, click the “New” button above the “My Items” list.

The sidebar will automatically appear. It contains the tools and options you need to build your own dashboard.

You create a dashboard by adding existing personal or published chart to it. To get started click “Add/remove charts”in the Actions section of the sidebar. This presents a modal dialog of all charts available to you. Scroll down or usethe search box to locate the first chart to add to your dashboard. Select it and click OK.

Tip: You can add multiple charts at once to your dashboard. Just select more than one item. Each selection isindicated with a green background. When all are selected, click OK.



TODO (functionality currently broken)

6.4 Manage Your Items

6.4. Manage Your Items 33



CHAPTER 7

Scorecards

In general, scorecards present information that allow observation and tracking of various activities against organi-zational goals. D3 provides ISD, campus, student, and employee type metrics and a set of tools that optimize thepresentation and analysis of scorecard information of each. D3 scorecards allow:

To access the scorecards tool, click on the navigation menu to display the navigation panel, hover over the menu itemicons, then click on Scorecards; this displays the scorecard navigation panel as shown in the figure below.

35


D3 Scorecard Menu

7.1 Types of Scorecards

At a minimum, D3 scorecards presents metrics from academics, finance, and human resource functional areas. De-pending on implementation, data from other functional areas such as transportation and food services may be available.D3 presents scorecard information at various levels of aggregation and in different views designed to maximize theeffectiveness of measurement of activities and tracking of progress towards goals:

Scorecard Types

7.2 Scorecard Layout

A scorecard has a main view area where data is presented and an Actions panel to the right of the screen. See figurebelow for layout of a typical ISD scorecard.

36 Chapter 7. Scorecards


Sample ISD Scorecard

7.2.1 Scorecard View

D3 scorecards can show a variety of information depending on user needs. To streamline access of the various infor-mation, D3 organizes scorecard metrics into functional areas and folders (similar to the way dashboards and chartsare organized) and presents this information in data grids designed to show multiple dimensions of data for multipleschool terms or years.

Functional Area Selector

A functional selector across the top of the scorecard view allows the user to select the functional area of informationto view; typical functional selectors are Education, Finance, and Human Resources

Scorecard Functional Selector

Folder Selector

A folder selector, located just below the functional selector, allows the user to examine specific areas of each functionalarea. Typical folders for the Academics functional area include Attendance, Enrollment, State Assessments, andothers.

Data Grid

D3 scorecards present information in a data grid. In almost all cases, columns represent school years (the onlyexception to this is when viewing Campus Curriculum scorecard data). Typically, D3 displays scorecard data forthe current school year followed by data for the 3 preceding school years. Rows contain various dimensions of datalike absences, course grade, or number of discipline infractions.

7.2. Scorecard Layout 37


ISD Scorecard

The ISD scorecard shows data aggregated for all campuses, locations, and departments of the district. Metrics likeADA, students per classroom, budget per student, and others are presented for the district as a whole.

ISD scorecards are ideal for executive levels like superintendent, board members, and cabinet staff. Scorecard infor-mation and KPI’s provide a view of achievements and progress towards goals for the district as a whole. Using theExplore tool, these users can drill down into specific campus types, campuses, classrooms, and students as needed.Additionally, comparison tools allow users to view year over year changes as well as comparisons between campuses.

School Type Scorecard

The School Type scorecard is designed to show data for a particular type of campus, like High School or Elementary.Metrics and any defined KPIs like ADA, students per classroom, budget per student, and others are presented for theselected school type. School Type scorecards are ideal for executive and middle management levels like educationdirectors and curriculum and instruction staff. The scorecard information allows these users to view achievementsand progress towards goals for all schools of a specific school type. The Explore tool is available for these users todrill down into specific campuses, classrooms, and students as needed. Additionally, comparison tools allow the userto compare year over year results and view differentials. At a minimum, School Type scorecards include academics,finance, and human resource data. Contingent on implementation, other data such as transportation and food servicesmay be available.

School Scorecard

The School scorecard is designed to show data for a particular campus. KPIs and metrics like ADA, students perclassroom, budget per student, and many others can be defined and setup for each school. School scorecards areideal for campus administrators and executive and middle management levels like education directors and curriculumand instruction staff. The scorecard information allows these users to view achievements and progress towards goalsfor all schools of a specific school type. The Explore tool is available for these users to drill down into specificcampuses, classrooms, and students as needed. Additionally, comparison tools allow the user to compare year overyear results and view differentials. At a minimum, School scorecards include academics, finance, and human resourcedata. Depending on implementation, other data such as transportation and food services may be available.

Student Scorecard

The Student scorecard is designed to show data for a specific student. Student scorecards are ideal for campus ad-ministrators, assistant principals, and teachers. The Student scorecard information allows these users to view studentmetrics such as number and type of absences, achievements on state assessments and classroom grades, any disciplineissues, and class schedule. The Explore tool is available for these users to drill down into specific data items. Ad-ditionally, comparison tools allow the user to compare year over year changes as well as contrasts of student metricswith campus and district averages

7.3 Scorecard Actions

Similar to dashboards and charts, D3 scorecards are dynamic and allow user interaction. Various tools allow the userto work with scorecards as a whole as well as analyze individual data items or metrics displayed within each data gridof each scorecard. To interact with scorecards, users can click on the Actions menu; this exposes a set of actions asshown in the figure below:



Scorecard Actions Menu

7.3.1 Explore

D3 scorecards allow users to analyze every metric or value reported. This is done using the Explore action in theScorecard Actions menu. The Explore action for Scorecards works exactly the same way as it does for charts.

7.3. Scorecard Actions 39


7.3.2 Modify

The Modify section of the Scorecard Actions menu allow the user to review year over year differences in the reporteddata as well as the ability to compare metrics with other campuses or campus types, depending on the type of scorecardselected.

Year over Year

For year over year comparisons, users have the flexibility of seeing the differences as percent values or as reported.

Scorecard Modify Actions

Below is a diagram of a scorecard with year over year selected; note the differences shaded in blue.

To show the differences as percent, click the Show as percentage option in the Modify Action menu section.

Compare To

The Compare To option allows the user to compare information in the scorecard for the selected campus or campustype to the district average, other campuses, or other campus types. For instance, if the user is reviewing scorecard



information for ABC campus, the user can compare this information to the scorecard information reported for XYZcampus. Similarly, if the user is reviewing scorecard information for High School campuses over all, the user cancompare this information to the scorecard information reported for Elementary campuses. Below is a diagram thatshows Compare To between Junior High and High School campus types:

7.3.3 KPI

KPI’s provide a mechanism to view progress towards goals. The progress indicator uses a color coded box drawnaround each KPI metric that reflect status of the KPI as follows:

KPI Indicator Colors

The figure below shows two KPIs: Average Section Enrollment and ADA Enrollment. Note that for both KPI’s, thestatuses vary based on reported values for each school year.

7.3.4 Conditions for KPI Status

Exceeding a Maximum threshold or falling short of a Minimum threshold mean the goal is not met and the KPIindicator color or status is red. A yellow status indicator color occurs when the current value exceeds the Minimum

7.3. Scorecard Actions 41


without reaching the stated goal or when the current value falls short of a Maximum without reaching the goal. Toachieve green status, the current value must exceed the goal when a Minimum is defined or it must fall short of thegoal when a Maximum is defined.

7.3.5 KPI Information

Information about a specific KPI is available in the Actions menu for the selected scorecard KPI. The informationdisplayed includes:

features/img/KPI_information.png

7.3.6 KPI Setup

Users can setup KPI’s on any scorecard metric. In order to setup a KPI, some thoughts need to be given as to what thestated goal for the given KPI and whether measurement of KPI status is based on exceeding a Minimum threshold orensuring a Maximum threshold is not reached.


CHAPTER 8

Data Explorer

8.1 Introduction

D3 is able to provide results for millions of rows of data in real-time because it leverages an underlying technologycalled OLAP, or On-Line Analytical Processing. OLAP associates each item of information with the various categoriesthat the information can be grouped by. For example, student daily attendance is a data item, which can be groupedby day, week, month, school, grade level, and many other categories. The Data Explorer provides a convenient way toexplore data items across their many available categorizations. This can result in understanding the data more clearlywhich may help in identifying issues, realizing opportunities and, in general, aide the decision making process.

See also:

OLAP Concepts in D3

With the Data Explorer, you can drill-down on and slice your data values interactively to observe statistical trends andrelationships between data. Results of your selections are shown visually in charts. Your exploration steps are alwayspreserved on-screen. Each action you take results in a new chart drawn below the previous one. You can explore to anunlimited number of levels. Common actions are listed at the bottom of your exploration, and all available actions canbe accessed from the sidebar.

The Data Explorer allows you to dissect information in various ways to better understand the underlying componentsof data. This can lead to inferences that can be made from comparisons, contrasts, trends, and other investigativetechniques. The systematic dissection of a chart allows the user to start with aggregated data for the entire district ora campus and apply successive explore actions to drill down, categorize, sub-categorize, and/or filter specific compo-nents of a chart. These steps can proceed indefinitely until the user arrives at data attributed to individual classrooms,teachers, or students.

Data Explorer capabilities include:

• Work with multiple data items to perform cross-functional analysis

• Categorize and sub-categorize data values

• Filter on specific category items

• Disaggregate to drill-down on areas of interest

43


• Apply top-n filters

• Change the display type of charts, or switch to data view

• Augment results with additional information fields

• Export, save, and share your data explorations

• Revisit recent explorations

• Create a new chart in the library using the results of a data exploration

Learn more about these capabilities in the remainder of this section.

8.2 How to Explore

There are three ways to initiate a data exploration in D3:

1. From an Existing Chart

2. From an Existing Exploration

3. Start a New Exploration

8.2.1 Explore an Existing Chart

When a user initiates a chart Explore action, D3 instantly begins the exploration and automatically recreates theexploration steps to reproduce the selected chart information.

1. Navigate to the desired chart

If the chart is in a dashboard, select it first.

2. Click the Explore command in the Actions section of the sidebar.

The main D3 content area is redrawn to present the exploration steps to reproduce the chart data.

3. Begin exploring by selecting actions such as filter, categorize, or disaggregate on n chart in the display action.

New charts are recreated and presented in the Explorer display area as a result of successive actions.

8.2.2 Open an Existing Exploration

Data Explorer allows you save to an exploration for future use. It also automatically retains your most recent explo-rations in case you want to revisit them.

To access the existing explorations, open the main menu and select the tab with the cube icon. Saved explorations andrecent explorations are listed in the pull-out menu area. Click one to launch it.

44 Chapter 8. Data Explorer


8.2.3 Start a New Exploration

You can initiate a new exploration by clicking the Start Exploring button. Open the main menu and select thetab with the cube icon. The button is at the top of the pull-out menu area.

8.2. How to Explore 45


When starting a new exploration, the first thing to do is to select one or more values to work with:

8.3 Walkthrough

When starting from an existing chart or exploration, a series of levels will be displayed immediately. Each levelrepresents a step applied to one of more specific kinds of data values.

Let’s take a look at the “ADA to Date by Campus” chart that’s included on the Attendance dashboard:



Clicking the ‘Explore’ command from the sidebar launches Data Explorer as follows:

8.3. Walkthrough 47


Notice that the Data Explorer shows that three steps were used to produce the chart data. We call these steps explorationlevels. This is a fairly simply exploration. Some of our charts may show that several steps are used to produce theresults.

8.3.1 The Values Level

The first level is always the Values level. An exploration always begins with choosing the data values to be explored.It is possible to change this at any time, and even add additional data items, by clicking on the gear icon. You can alsoclick the level first, which will highlight it with a red border, and then click Edit from the sidebar.

Let’s see what happens. In the image below, I’ve selected the Values level (1) and clicked on Edit in the sidebar(2). Then I’ve hit the checkbox at the bottom of the displayed popup to enable multiple selections (3). Finally, I’veselected the Absences per Student box (4).



You can see that both the initially selected ADA Enrollment and the Absences per Student boxes are nowboth green. Let’s click OK, and see our exploration get updated.

8.3. Walkthrough 49


Let’s now take a look at the other two levels in this exploration.

8.3.2 The Filter Level

The second level applies a filter to only include data from the 2016-2017 school year. By default, values added to anexploration represent the summary of information globally in the data warehouse. It is very common to want to filterthis to look at the current or preceding school year only.

I’ll click the gear icon (1) on this level to open the filter popup, from which I can adjust the selected included schoolyears. In this case, let’s add the prior school year (2).



Notice at the bottom left is a Select All checkbox. It currently has a horizontal line in it, which means that some(but not all items are selected). You can click this box to toggle selection or all items or no items, which are shown asa tick sign in the box or an empty box respectively. Note that selecting no items is effectively the same as selecting allitems, because no items is interpreted as not applying the filter.

You’re not limited to working with the school year filter in this popup. Clicking the left arrow on the top left corner ofthis popup brings you to the list of all available filter criteria.

8.3.3 The Category Level

The third level in this example applies a categorization to the data; in this case a chart is drawn with columns for thedifferent kinds of campuses at the district. Formally, this is the known as the School Type category, belongingto the School grouping. Clicking the gear icon, opens the category popup, from which you can choose a differentcategory. All our categories are contained in groups, which are collapsed by default. Click any group name to expandit. Because D3 has a lot of ways to categorize data, we only display the most commonly used ones by default. Clickthe “View all” link to switch the view to include all categories.

8.3. Walkthrough 51


8.3.4 Working with the Exploration

Notice that each level in the exploration include an automatically generated title that describes the applied action.Also, on the right side of each level are three icons. You’re already familiar with the gear icon. The double-chevronpoint up will collapse the level by hiding the chart. For more complex explorations this can be particularly useful byminimizing the vertical space used by levels that you’re not interested in looking at. Note that from the sidebar, thereis also a command to expand or collapse all levels at once.

It’s worth noting that both the filter and the category popups are “smart”, meaning that they automatically excludeitems that can’t be used with the values you have selected for your exploration. They also both include search boxesto quickly locate items of interest.

At the bottom of the exploration is a box titled “What’s Next” with buttons for the most popular actions. Thesecommands are also available from the sidebar, but most users will find it more convenient to quickly build explorationsby clicking these buttons instead.

It is also possible to work with multiple exploration paths at a time. It’s easiest to show this by example. I will selectthe filter level (1), then from the sidebar choose the Categorize command (2). Note that in this case, I didn’t selectthe Edit command, which would modify the existing level. Instead, I’m choose a new action to create. Finally, I selectthe Grade Level category (3).

Clicking OK, closes the popup and updates the exploration to include a tabbed interface.



See how the existing School Type category below the filter is preserved, and the new grade level category is displayed.There’s no technical limit on how many tabs you can add, although things will probably start to get confusing after 5or so.

8.3.5 Disaggregating

Disaggregation, or drilling-down, refers to the selection of an existing categorized item, and expanding the results bya new category. One way to accomplish this it to create a filter to select a single chart component, and then createa categorization on the results of the filter. There is a more convenient way to do this though, which has the addedbenefit of showing the results in a single step rather than two. To perform disaggregation, click a bar or line in a chart.This then automatically pops open a list of available categories to choose from. Select a category and click OK to seea new chart drawn showing the results of the selected item divided into columns by the new categorization. The itemselected from the previous chart will be highlighted to show that it was selected for disaggregation.

To continue with our example, here’s the results of clicking on the third grade columns and then selecting the ‘Racecategory:

8.3. Walkthrough 53


As a further convenience, the item that was disaggregated on can be changed by simply clicking a different column(or column group if multiple measures are being used as in this example).

The disaggregation process is unlimited and can proceed for as deep down the data hierarchies as desired by the user.

8.4 Explorer Sidebar

Users can perform various actions on individual exploration levels or for the exploration as a whole. These actionsare available from the sidebar, which is opened by clicking the double-left arrow icon, located at the top right of theapplication. Actions applicable to the selected chart are enabled as shown below. Explorer actions are grouped intofour sections: Actions, Modify, Exploration, and Legend.

8.4.1 Actions Section

Items in the Actions section apply to the selected exploration level.



Categorize / Sub-Categorize

As part of analyzing a chart, the user may wish to categorize the data by showing lower level components of thedisplayed data. For example, a chart representing data for the whole district may be categorized to show the data bycampus types, campuses, or grade levels.

When the user clicks on the Categorize action, a list of popular categories applicable to the exploration values, appears.The user may select any of the default categories or click View All to select other categories. The available categoriesare based on the functional area context of the chart being categorized. For instance, an academics functional areachart will have academics type categories available for selection while a finance functional area chart will include onlyfinance type categories.

When a categorization has already been applied to the exploration, this action displays “Sub-Categorize” instead.After a sub-categorization has been applied, this action is then disabled from further use because charts can only becategorized to two levels.

Disaggregate

Due to the nature of how disaggregation works, it is intended to be activated by selecting a bar from an existing chart,which subsequently displays available categories to choose from. When the Disaggregate action is selected from thesidebar, a helpful message is displayed explaining how to use the disaggregation action.

Unlike categorization, disaggregation can be repeated an unlimited number of times.

Filter by Category

The Filter by Category action allows the user to include or exclude specific data categories. This action helps focususer analysis on data of interest. For example, a user may want to focus the ADA analysis on high school campusesor on just 9th and 10th graders.

Initially, when the user clicks Filter by Category, a list of popular categories applicable to the current chart is presented.The user may select any one of the default categories or click on View All to select other available and applicablecategories. The available categories are based on the functional area context of the chart being categorized. Forinstance, an academics functional area chart will have academics type categories available for selection while a financefunctional area chart will include only finance type categories.

Once a category is selected, values within the category are displayed. Each can be selected or unselected to setup thedesired filter.

Advanced Filter

The Advanced Filter is useful for more complex filtering scenarios, which involve filtering on other value items ratherthan on category items.

It is easiest to understand the Advanced Filter with an example. In the Walkthrough section, an exploration was createdfrom the “ADA to Date by Campus” chart. Let’s say we now want to investigate the exploration results for the subsetof students that had at least 10 absences in the previous school year.

Begin by opening the Advanced Filter.

8.4. Explorer Sidebar 55


Our exploration is currently working with ADA Enrollment values and we want to now apply a filter using StudentAbsences. The first step in using Advanced Filter is to identify through which category the two sets of values shouldbe connected.

When analyzing student-related information, the “Student” category should be selected from the “Student Demograph-ics” group.

Note: To decide which category to choose in other situations, it is helpful to understand the OLAP concepts used byD3. When using the Advanced Filter, you are connecting measures from two fact tables. The category to be selectedis the common dimension shared by those tables that represents the main subject of both measures.

Once the category is selected, you can see that the “select value” link is now enabled. Click this link and choose“Absence Count” from the “Student Activity - Attendance” group. We want to count only absences from the previousschool, so click on “none” and select the “School Year” category from the “School Calendar” group, then place acheck mark next to the applicable school year. Finally, enter the value 9 to define the expression as “greater than 9”,which satisfies our requirement for students with at least 10 absences.



Notice that the Advanced Filter popup supports extending the filter criteria to support more complex expressions. Youcan add additional criteria to the “Absences Count” value, or add additional conditions.

It’s interesting to see how the impact of applying this advanced filter to our analysis:



Top N

The “Top n” action allows the user to restrict a chart to show only a specified number of top or bottom values of data.This is useful when the user wants to identify the highest or lowest values in a chart so that further analysis can befocused just on those. Here the “n” represents the number of top or bottom values to include on a chart; the user isprompted to provide the desired count “n”.

Create Chart

Select any exploration level, then choose “Create chart” from the Actions in the sidebar to automatically add the chartto your My Items folder in the Chart Library. You are prompted to provide the name of the chart. The title of theexploration level is pre-filled if you wish to use it.

Explain

The Explain action displays information about the selected exploration level. The Description section includes ahuman-readable interpretation of the chart settings, and the Configuration section includes the values, categories, andfilters applied to the current chart. For each value, statistical information is also provided.



Click the Explain heading to return to the main sidebar display.

8.4.2 Modify Section

Items in the Modify section apply to the selected exploration level.

Edit

The Edit option within the Modify section of the sidebar allows the user to change the configuration of the selectedlevel. For example, if the selected level is categorized by Campus Type, the user can click Edit to change this toCampus; this causes the current chart to be redrawn showing values for each campus, instead of each campus type.For another example, consider the current chart is showing top 5 campuses for ADA; the user can change this to bottom5 or 3 by clicking on Edit then changing the “Top n” settings.

Sort By

The “Sort by” option is used to adjust the sort order of displayed values in the chart. Click the down arrow on theright-side to expand into view the available sort options. The initial sort order is Default, which uses an internaldetermination to provide the most suitable sort order for chart items. Changing the sort order to Value will sort theitems in descending order by their value, and changing to Category will sort the items alphabetically by their name.



Chart Labels

The “Chart labels” option allows the user to control whether labels are shown in the chart. Click the down arrow onthe right-side to expand into view the available chart label options. The default selection is “Auto”, which shows chartlabels when there is sufficient space to display them without making the chart too small. The user can override theautomatic behavior by selecting either “On” or “Off”.

Chart Type

The “Chart type” option is used to customize the type of chart displayed for the selected exploration level. The defaultchart type is Column, but there are several other choices available that can provide a better display of data as needed.

Data View

The “Data view” option is a toggle switch that changes the view of the selected level from a chart to a grid view. Thisallows the user to see the underlying data of the chart in tabular form.



In some cases, when data view is enabled, an additional option called “Show additional columns” appears in the sidebarimmediately below. Click the down arrow on the right-side to expand this option to select one or more additional fieldsto include in the view results. The available columns in the list are dynamically determined based on categorization ofthe current level. If the “Show additional columns” is not available in data view, it is because there are no additionalcolumns available to show for the selected category.

This additional columns feature is particularly useful when you drill-down to individual students.

8.4.3 Exploration Section

Items in the Exploration section apply to the exploration as a whole.

Save As

The “Save As” option allows users to save all exploration steps and charts so they can resume the exploration at a latertime. The user is prompted to enter a name for the current exploration and then press OK. The saved exploration willthen appear in the Explore tab of main menu panel.

Clear

The Clear option resets the current exploration to the initial sate.



To undo the Clear action, click on the D3 back arrow button (located in the top left corner of the D3 screen, just to theright of the navigation menu icon).

Expand / Collapse All

This option enables collapsing or expanding all explorations at once. Here is an exploration with all levels collapsed:

Send To

The “Send to” option expand a sub-menu with various options for saving and sharing the exploration.

• Printer: Allows the user to print on-screen the visual representation of the current exploration. The user ispresented with the Print dialogue box to select the printer.



• Email: Allows the user to email the current exploration. This invokes a dialog box that asks the user to enterone or more email addresses, a subject line, and an optional message. The type of attachment defaults to animage, but can be changed to a PDF or an Excel spreadsheet. Upon clicking Submit, the email is sent with theselected exploration attached in the selected format. Note that the image and PDF options will attach a visualrepresentation of the exploration, whereas the Excel option attaches the information as tabular data.

• Save as image: Allows the user to save the current exploration as an image. The file is downloaded as “DataExploration.png”. This format is most useful when the image needs to be inserted in documents.

• Save as PDF: Allows the user to save the current exploration as a PDF document. The file is downloaded as“Data Exploration.pdf”.

• Export to Excel: Selecting this option will present the choice of exporting the entire exploration or just thecurrently selected level. After choosing the applicable option, the Excel file is saved.

• Get link: Provides a URL link that can be saved or shared with other authorized users. When an authorized userclicks on the link, the user is navigated to the exploration automatically.

Note: When another user accesses a shared exploration link, a copy of the exploration is created for that user. Thisensures that changes made by the other user do not affect your own exploration, and changes you make after sharingdo not impact the those you shared the link to.

8.4.4 Legend Section

The legend section displays the color coding of items in the selected chart. For more information, see the legenddocumentation for the chart library.




CHAPTER 9

Watch Lists

9.1 Introduction

Watch lists enable tracking of student cohorts according to monitoring requirements.

Inclusion in the watch list can be managed by manually adding or removing students, or by specifying a criteria to bemet for inclusion.

Once created, a watch list is used to view key metrics of included students, and provides one-click access to studentdetails via a link to the student’s scorecard.

A user can create many watch lists to support various needs through a wizard-style series of steps. Administrators canalso publish watch lists to other users.

D3 supports the creation of three kinds of watch list:

• Static: Manually add or remove students from the watch list.

• Dynamic: Define search criteria for the watch list. Students get added to, or removed from, the watch listautomatically.

• Point-Based: Define search criteria for the watch list and assign points to one or more search criteria.

Watch list history is supported to show when students were added or removed. It is also possible to create a snapshotof a dynamic watch list to save as a new static watch list.

Note: If configured for your organization, it can also be used to track teachers or other entities.

9.2 Managing Watch Lists

To access the watch list functionality, click the main menu icon, and then the 5th tab (identified by a boxed-in item listicon).

65


From the menu bar, you can create a new watch list, and select an existing watch list to view it. You can also click theedit button to modify or delete an existing watch list.

9.3 Create a Watch List

9.3.1 Wizard Steps

The steps in the create watch list wizard depend on the type of watch list being created. Some steps are common to allwatch lists. Each step includes a Next button to proceed through the wizard.

This section describes the steps common to all watch list types. The following sections provide additional details forspecific to each kind of watch list.

Select Template Step

All organizations are setup with a student-based watch list template. If other templates are configured, the initialwizard step is to select the template:

66 Chapter 9. Watch Lists


If you don’t see this step, it is because only the student template is available for your organization.

Watch List Type

Next, the type of watch list is chosen:

Select Students / Criteria Step

The next one or two steps are for building the watch list criteria, which will vary depending on the type of watch listthat was selected. For a static watch list the step title is Select Students and for dynamic watch lists it is Select Criteria.The point-based dynamic watch list includes an additional step called Point Assignments.

The selection of criteria works similar for all watch list types. Related criteria are grouped together. By default, thefirst section is expanded. Click any other section to expand it, as shown below.

9.3. Create a Watch List 67


Each criteria item consists of multiple fields of information. The available fields will differ depending on the criteriabehavior, but most begin with a dropdown to choose a specific selection for the item, a context that the criteria isapplied to, a condition to filter the results, and if applicable a plus icon to add an additional criteria selections.

For example, in the image above, the Daily Attendance Type has the following configuration:

• A dropdown to choose a specific attendance type (or leave the default option of all attendance types)

• A context to apply the condition criteria to, which has an initial selection Default School Year

• A comparison dropdown, which is More Than by default

• A text box for entering the comparison value (e.g. 1, means more than 1)

It may not be obvious at first, but there is quite a bit of flexibility in how you create the watch list criteria. Using theDaily Attendance Type as an example, let’s review some capabilities.

The image below show a very simply criteria to identify students with more than 2 excused absences in the currentschool year:



But what if we wanted to identify students with either excused absences or excused tardies? Just click the attendancetype selection box again, and select another item to add it:

How about extending this to also specify that you want to only include students that also had more than 1 unexcusedabsence in the current school year. Just click the plus icon to add another set to the Daily Attendance Type area, andspecify your configuration:



Notice at the top, there is a summary of the criteria setup so far. As a quick way of removing a criteria, select one ofthese boxes then click the X that appears inside the box.

There is no limit to the number of criteria you can specify for a watch list.

Select Columns Step

Next, the columns to be shown in the watch list results are selected. The available options will depend on the watchlist type, as well as the criteria selected for the watch list. The Select Columns step has a top section that providescontrol over standard columns show in the results, and the bottom section is for selecting additional columns fromthose specified as criteria for the watch list. Static watch lists do not have the bottom section.

The following image shows that top section for configuring the standard columns:



By default, all standard columns are displayed in the results, but each can be removed via the toggle switch.

Each of the standard columns in watch list results include a distribution curve chart that indicates the student’s valuefrom a broader context of the students. You can configure the default view for this curve by specifying the default timeframe and default distribution curve. For following choices are available.

Default Time Frame:

• Current Term

• Current Year

• Last Year

Default Distribution Curve:

• All Students

• Same Grade Level

• Same School

• Same Race/Ethnicity

Preview Step

The next step displays a preview of the watch list results. Review this to make sure the expected students are matchedby the criteria, and the watch lists results are displayed as intended.

Save Step

In the final step, choose a watch list name and click the Save button.

Once the watch list definition is saved, the resulting watch list is displayed.



9.3.2 Create a Static Watch List

When creating a static watch list, the criteria is specified on the Select Students step by searching for and explicitlyadding students from the displayed results.

Note: Review the main section for general instructions for creating a watch list.

To find students to add to the watch list, enter some criteria, and click the Search button. If you know the student,you can enter first name, last name, or student id. Otherwise, you can use the other criteria to find students withspecified characteristics. The criteria options are grouped. Click the group heading to expand it to view the availablecriteria within the selected group.

Tip: Notice that a summary of your entered criteria is displayed in the top area. This is useful for reviewing what youare searching for. You can also click a box and then click the X that appears to remove the criteria.

Search results matching your criteria are displayed. Identify the student(s) of interest and click Add to include themin the watch list.



If you want to change the criteria or search for additional students, click Show Search, and modify your selections.

Once you’ve identified all the students to include in the static watch list, click the Next button to continue with thewizard.

9.3.3 Create a Dynamic Watch List

When creating a dynamic watch list, the criteria is specified on the Search Criteria step of the watch list wizard. Thecriteria for a dynamic watch list is reviewed nightly to automatically add qualifying students to the watch list, andremove those that no longer qualify.

The Select Columns step includes additional information when a dynamic watch list is created. In addition to thestandard columns panel, a second panel lists all the search criteria items in the watch list. You can choose to includeany of these in the watch list results.

Note: Review the main section for general instructions for creating a watch list.



9.3.4 Create a Point-Based Dynamic Watch List

The setup for the dynamic points-based watch list is very similar to the standard dynamic watch list. However, afterthe Search Criteria step, there is an additional step called Point Assignments.

The selected criteria items are listed in this step, and you can assign a point value to each of them. You do not haveto assign points to all the items, but you do need to assign at least one. Items without points assigned are treated asrequired criteria, just like the regular dynamic watch list.



In addition, you must specify the total number of points needed for a student to be included in the watch list results. Ona nightly basis, the watch list is reviewed, and the points are added together for the criteria items met by the student.If the sum of these points is at least the total points needed, the student is added to the watch list.

Point-based dynamic watch list provide additional flexibility to identify students that may need monitoring due to anaccumulation of factors.

9.4 Viewing Watch Lists

Click an existing watch list from the fourth tab of the main menu to launch it:

9.4. Viewing Watch Lists 75


A watch list provides two viewing modes:

• Current Watch List: The set of students currently assigned to the watch list

• History: An audit of additions to, and removals from, the watch list

9.4.1 Current Watch List View

The Current Watch List view is selected by default.

The columns displayed in a watch list depend on choices made in the watch list creation wizard.



In all watch lists, the first column includes details about the student (or other entity). The next few are standardcolumns (in the image above, three standard columns are shown – Attendance, Discipline, and Classroom Grades),followed by custom columns that are derived from the watch list criteria.

The data in the standard columns can be adjusted for show counts over different time times by changing the selectionin the button group above the watch list grid.

Additional details for each watch list result are available by clicking the arrow on the left-side of any row.

The expanded view includes:

• Student Column: Displays the student’s current grade, current school, gender, and race/ethinicity.

• Standard Columns: Displays a distribution curve showing where current student’s value in context of thepopulation reported on, as well as additional related metrics.

• Criteria-Based Columns: Displays details of the criteria item definition.

Tip: The population of students reported in the distribution curves can be changed at any time by choosing a differentvalue in the drop-down above the watch list grid.

Also in the Student column, are two action buttons. The scorecard button navigates to the student’s scorecard. Thecriteria button displays a popup detailing the watch list criteria and how it was evaluated for the student, for example:

9.4. Viewing Watch Lists 77


9.4.2 History View

Select the second tab on the watch list screen to switch to the watch list history view.

The history includes a record for each student that was added to or removed from the watch list since its creation.

You can see the data when the addition or removal occurred, and using the text box on the top right you can search forspecific students in the watch list history.

There is also a button to visit the student’s scorecard.



9.5 Publishing Watch Lists

D3 includes a publish watch list capability, so that district administrators can create watch lists for other users in theorganization.

Start by clicking Publish in the sidebar while viewing a previously created watch list, then choose one or more rolesor users to publish the watch list to.

If there are a lot of D3 users in your organization, a search box is displayed above the list of users. Use this to locateapplicable users:

9.5. Publishing Watch Lists 79


Click the Publish button to apply your changes. A confirmation is then displayed.

You can click the link in the confirmation message to return to the watch list.

Warning: Publishing a watch list replaces previously published information, so make sure that you always publishto all the users who should be able to use the watch list.

Users who the watch list has been published to will see the published item in a separate section under the Watch Listmain menu tab:



Note: A published watch list cannot be edited or deleted by the users who the watch lists were published to. Toremove, the administrator must re-publish with an updated recipient list (or no recipients to un-publish from everyone).

9.6 Watch List Sidebar

Uses can perform various actions or review configuration details for a selected watch list. These actions and detailsare available from the sidebar, which is opened by clicked in the double-left arrow icon, located at the top right of theapplication.

9.6. Watch List Sidebar 81


9.6.1 Actions Section

The Actions section provides the following capabilities:

• Edit: Open the design wizard to modify the configuration of the watch list.

• Create snapshot: Create a static watch list from a dynamic watch list with the current set of included students.You are prompted to provide the name of the new watch list.



• Rename: Give the watch list a new name. If the watch list is published, the published-to-users will see the newname as well.

• Delete: Delete the watch list. You are prompted to confirm this action, since it cannot be undone.

• Publish: Give others access to view the watch list.

9.6.2 Information Section

The Information section indicated the type of watch list, who created it and when, and, for dynamic watch lists, thelast time the watch list was calculated to re-evaluate the criteria.

9.6.3 Configuration Section

The Configuration section describes the criteria defined for the watch list.

9.6. Watch List Sidebar 83



CHAPTER 10

KPIs

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86 Chapter 10. KPIs

CHAPTER 11

Settings

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88 Chapter 11. Settings

CHAPTER 12

Enrollment

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90 Chapter 12. Enrollment

CHAPTER 13

Discretionary Discipline Disproportionality

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92 Chapter 13. Discretionary Discipline Disproportionality

CHAPTER 14

TEA Dashboards

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94 Chapter 14. TEA Dashboards

CHAPTER 15

Resolving Data Load Issues

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96 Chapter 15. Resolving Data Load Issues

CHAPTER 16

Managing User Access

16.1 How Are Credentials Recognized?

The district provides a user file that is imported into D3 on a recurring basis. This file contains all users who shouldhave access to D3. It includes the username, first and lst name, and email address. Also in the file, each user isassociated with a D3 role, and when applicable, to a school.

There are two ways in which a user may login to D3. A district may elect to use one or both methods.

• Single Sign-On: Users can access D3 from their Intranet website by clicking on a pre-configured link. With thismethod, the D3 login screen is bypassed because a secure exchange of information occurs between the two sitesto authenticate the user. To use single-sign-on requires some implementation work on the customer’s Intranetwebsite, which is explained in our D3 Integration Guide. You may request this document from your D3 accountmanager.

• Login Screen: Users can access D3 directly, in which case they are prompted to enter a username and password.The first time a user accesses D3, they must enter their username provided by the district, and then enter apassword to use with their account. For security purposes, the user is then sent an activation email to the emailaddress provided by the district, which must be acknowledged before the user is granted the ability to login toD3. Note: there is an alternate method of activation in case where a password is explicitly issued by the D3support team. In this case, the user can login immediately; however, if not email address is recorded in theirprofile, they will be required to enter it before accessing D3.

16.2 Available Roles

D3 includes a number of pre-defined roles aligned to business responsibilities of various staff in a school district. Eachuser in D3 is associated to exactly one of these roles. The given role determines what features and information isavailable to the user through D3.

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16.2.1 Core Roles

Core roles are automatically setup for each D3 implementation. They are the most used roles within a district.

16.2.2 District Administrator Capabilities

The District Administrator role exclusively has access to perform the following administrative tasks:

• Impersonate another user

• Publish watch lists

16.2.3 Additional Roles

Additional roles are setup as needed to support customized access requirements.

16.2.4 Scope Configuration

D3 automatically identifies the subset of students available to the user as follows:

The Campus and Grade Level roles use information in the imported User file to identify the specific scope of the user.If more complex scope configurations are required, this information can be provided in the UserAccess file instead.

98 Chapter 16. Managing User Access

CHAPTER 17

Publishing Changes to the Library

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100 Chapter 17. Publishing Changes to the Library

CHAPTER 18

User Impersonation

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102 Chapter 18. User Impersonation

CHAPTER 19

Custom Reporting

19.1 Introduction

While the D3 focus is to deliver online, real-time analytics, we recognize that customers may also want to leverage theavailability of the underlying data warehouse to as a data source for more traditional operational reporting needs.

There are many capable report creation and delivery software products available in the market. Rather than trying tocompete with these products, we believe our customers are best served by enabling access to the data warehouse sothey can choose the reporting software that best fits their needs.

19.2 Special Considerations

To ensure security, access to the data warehouse is only permitted through a site-to-site VPN connection between yourcorporate network and the D3 infrastructure.

Any reporting solution that can connect to an OLEDB data source can be used. If you do not already have a productin mind, consider Telerik Reporting. Alternatively, for simpler needs and if you already have an installation of SQLServer, consider SQL Server Reporting Services.

Please contact us if you are interested in establishing a connection to the D3 data warehouse. Our technical team willcoordinate the process to establish secure connection.

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104 Chapter 19. Custom Reporting

CHAPTER 20

D3 Architecture

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106 Chapter 20. D3 Architecture

CHAPTER 21

OLAP Concepts in D3

21.1 Introduction

D3 is able to provide results for millions of rows of data in real-time because it leverages an underlying technologycalled OLAP, or On-Line Analytical Processing. OLAP associates each item of information with the various categoriesthat the information can be grouped by. For example, student daily attendance is a data item,whose values can begrouped by day, week, month, school, grade level, and many other categories.

For the most part, OLAP is an internal concern for D3. However, when using the Data Explorer it can be helpful tohave a basic understanding of how OLAP organizes information, so that you can make decisions about what categoriesof information to use in what scenarios, as well as how to interpret the aggregation of data values.

21.2 Terminology

Elsewhere in this documentation and in the D3 application, we use only non-technical terms to refer to the structureof data. The remainder of this section, however, provides more detailed technical explanation, and refers to properOLAP terminology. The following table explains terminology as it is used in various places:

Data Explorer Chart Component OLAP TermValue Data Series FactCategory Axis Dimension Level

21.3 The Dimensional Model

Databases supporting your operational systems arrange data using a relational model, which is optimized for transac-tion speed and are normalized to avoid duplication of the same data. These types of databases are designed to supportOLTP systems, or Online Transaction Processes.

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The way data is stored in OLTPs is suitable for operational needs, which needs to be able to provide efficient dataupdates as well as fetches.

The demands of decision making systems, such as D3 are different than OLTPs. Their databases arrange data using adimensional model, which is optimized specifically for reading large amounts of data very quickly to give an overviewanalysis of what happened. These types of databases are designed to support OLAP systems, or Online AnalyticalProcesses.

A dimensional model recognizes two types of database tables, the fact table and the dimension table. Fact tables storedtransaction details, and relate various dimension tables that provide classification data for the transaction details. Facttables do not relate to other fact tables, and dimension tables do not (for the most part) related to other dimensiontables. This results in what is commonly known as the star schema layout:

You can see from this example that is is easy to visualize how to identify sales information associated with certainproduct characteristics, from types of suppliers, or customers within certain market segments, or any combinationthereof, perhaps also spanning a given time frame such as first quarter of the year.

21.4 The OLAP Engine

As mentioned above, the purpose of an OLAP system is to rapidly process large amounts of data to give an overviewanalysis of what happened. To achieve this, an OLAP software technology is used to organize dimensional data intoOLAP cubes.

The OLAP engine is configured to process the cubes at regular intervals to pre-calculate and store results for thevarious ways that aggregated facts can be grouped together.

When a query is made to the OLAP cube, these pre-stored results are leveraged to rapidly calculate the results.

108 Chapter 21. OLAP Concepts in D3


21.5 OLAP Measures

When facts are aggregated, the method of aggregation must be specified to provide context, for example:

• Sum

• Count

• Distinct Count

• Min

• Max

• Average

• First

• Last

• Custom Aggregation Function

A fact specified with an associated aggregation context is known as a Measure.

Measures are created as needed to support business needs. Take for example, a daily attendance fact. Creating ameasure for the sum of daily attendance isn’t likely to be useful. Since daily attendance is essentially a boolean value– the student was either at school or he wasn’t, a count of daily attendance is going to produce the same results as asum, so it also isn’t useful. On the other hand, min and max are very likely to be useful, because it is valuable to knowwhat the lowest or the highest attendance was over a given time frame. Similarly, it is useful to know what the averageattendance was over a period of time. We also use the last aggregation quite a bit when creating measures, because itis common in business scenarios to be interested in the most recent information.

In practice, the majority of D3 measures actually rely on custom aggregation functions, known in OLAP terms ascalculated measures. Calculated measures provide the opportunity to define an aggregation in more complex terms,which is often needed to satisfy business expectations. For example, when defining a measure for average daily atten-dance, we would want to exclude non-school days. Simply averaging the available data would produce an incorrectresults, but average data only for school attendance days, produces the expected result.

See also:

OLAP Measures Used In D3

21.6 OLAP Dimensions

Dimensions contains attributes that are used to categorize related facts. Dimension information can be used in queriesfor both grouping and filtering results.

The attributes of an OLAP dimension are represented in one or more hierarchies of classifications. Each tier in thehierarchy is known as a dimension hierarchy level, or simply a dimension level. It is most common for hierarchiesto have only one level, but multiple level hierarchies are also used when a logical sub-classification of attributes isavailable within the dimension.

Attributes can exist in dimensions that are not associated with any hierarchies. These cannot be used for grouping orfiltering results, but they can be included in the returned information for providing additional context, as well as fortext-based searches. A good example of this is the student dimension, which includes the first name and last name ofthe student.

21.5. OLAP Measures 109


21.7 A Closer Look

Direct use of the OLAP cubes is an advanced feature, which requires technical knowledge that is beyond the scope ofmost users. However, D3 does provide the ability for those inclined to work with cube data directly. To do so, open theSettings tab (gear icon) from the main menu, and select “Launch Analyzer (advanced use)”. With this tool, you canchoose a cube, then select dimension levels and measures directly, and drag them to the columns, rows, or measuresarea to execute OLAP queries directly and view the results.

For the majority of users, the Data Explorer is the recommended tool for analyzing OLAP data. The Data Explorerprovides a much simpler interface, greater flexibility, and the ability to visualize results.

110 Chapter 21. OLAP Concepts in D3

CHAPTER 22

OLAP Measures Used In D3

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112 Chapter 22. OLAP Measures Used In D3

CHAPTER 23

Default Library Structure

Charts can be created or removed per customer requirements identified during implementation or at any time afterimplementation. To simplify the initial setup, we provide a default set of items for the library to use as starting point.

Whether an item is visible to the user is dependent on the associated roles. For brevity in listing library items in thisdocumentation, the following acronyms are used to represent each role:

• A - Administrators

• AO - Attendance Office

• B - Board

• C - Cabinet

• CA - Campus Academics

• CH - Campus Department Head

• CI - Curriculum And Instruction

• DA - District Academics

• DM - District Manager

• ED - Education Director

• HC - HR Cabinet

• HP - HR Principal

• P - Principal

• T - Teacher

• TO - Truancy Office

The default configuration of library items for new customers are displayed below, organized by folder hiearchy. Notethat items listed without a library path belong to the dashboard listed above it. These items are by default displayed inD3 within the context of the dashboard, but they can also be individually viewed.

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ItemType Name RolesAcademics > Attendance

Dashboard Attendance CA PSeries Chart > Out of School Suspensions and ADA A B C CA CH CI DA P TGauge > Enrollment Based ADA to Date A AO B C CA CH CI DA DMSeries Chart > ADA to Date by Grade Level A AO B C CA CH CI DA DMPie Chart > To Date EX/UN Absences A AO B C CA CH CI DA DMPie Chart > To Date Not in Attendance by ADA Flag A AO B C CA CH CI DA DM

Academics > AttendancePie Chart To Date Not In Attendance by Absence Type CA PGauge Membership Based ADA to Date A AO B C CA CH CI DA DMDashboard Attendance A C CI DA TPie Chart > To Date Not in Attendance by ADA Flag A AO B C CA CH CI DA DMPie Chart > To Date EX/UN Absences A AO B C CA CH CI DA DMSeries Chart > ADA to Date by Grade Level A AO B C CA CH CI DA DMGauge > Enrollment Based ADA to Date A AO B C CA CH CI DA DMSeries Chart > ADA to Date by Campus A AO B C CH CI DA DM EDSeries Chart > Out of School Suspensions and ADA A B C CA CH CI DA P TSeries Chart > ADA to Date by Campus A AO B C CH CI DA DM EDGauge > Enrollment Based ADA to Date A AO B C CA CH CI DA DMSeries Chart > ADA to Date by Grade Level A AO B C CA CH CI DA DMPie Chart > To Date EX/UN Absences A AO B C CA CH CI DA DMPie Chart > To Date Not in Attendance by ADA Flag A AO B C CA CH CI DA DM

Academics > AttendanceDashboard Attendance AOPie Chart > To Date Absent with Letter AO ED TOPie Chart > To Date Absent with Counter AO ED TO

Academics > AttendancePie Chart To Date Absent with Letter AO ED TODashboard Attendance TOPie Chart > To Date Absent with Letter AO ED TOPie Chart > To Date Absent with Counter AO ED TOPie Chart > To Date Absent with Counter AO ED TOPie Chart > To Date Absent with Letter AO ED TO

Academics > AttendanceDashboard Attendance EDPie Chart > To Date Not in Attendance by ADA Flag A AO B C CA CH CI DA DMPie Chart > To Date EX/UN Absences A AO B C CA CH CI DA DMSeries Chart > ADA to Date by Grade Level A AO B C CA CH CI DA DMGauge > Enrollment Based ADA to Date A AO B C CA CH CI DA DMSeries Chart > ADA to Date by Campus A AO B C CH CI DA DM ED

Academics > AttendancePie Chart To Date Absent with Counter AO ED TODashboard Attendance DMSeries Chart > ADA to Date by Campus A AO B C CH CI DA DM EDGauge > Enrollment Based ADA to Date A AO B C CA CH CI DA DMSeries Chart > ADA to Date by Grade Level A AO B C CA CH CI DA DMPie Chart > To Date EX/UN Absences A AO B C CA CH CI DA DMPie Chart > To Date Not in Attendance by ADA Flag A AO B C CA CH CI DA DMPie Chart > To Date Not in Attendance by ADA Flag A AO B C CA CH CI DA DMPie Chart > To Date EX/UN Absences A AO B C CA CH CI DA DM

Continued on next page

114 Chapter 23. Default Library Structure


Table 1 – continued from previous pageItemType Name RolesSeries Chart > ADA to Date by Grade Level A AO B C CA CH CI DA DMGauge > Enrollment Based ADA to Date A AO B C CA CH CI DA DMSeries Chart > ADA to Date by Campus A AO B C CH CI DA DM EDSeries Chart > Out of School Suspensions and ADA A B C CA CH CI DA P T

Academics > AttendanceDashboard Attendance B CH

Academics > EnrollmentDashboard Enrollment CA PSeries Chart > Daily Enrollment, Membership, and ADA Counts A B C CA CI DA DM ED P TSeries Chart > Enrollment by Subject Area A B C CA CI DA ED P TPie Chart > Enrollment by Grade Level A B C CA CH CI DA DM EDPie Chart > Enrollment by Ethnicity A B C CA CH CI DA DM EDGauge > Membership A B C CA CH CI DA DM EDSeries Chart > Daily Enrollment by Program Type A B C CA CI DA DM ED P TSeries Chart > Daily Enrollment by Program Type A B C CA CI DA DM ED P TGauge > Membership A B C CA CH CI DA DM EDPie Chart > Enrollment by Ethnicity A B C CA CH CI DA DM EDPie Chart > Enrollment by Grade Level A B C CA CH CI DA DM EDSeries Chart > Enrollment by Subject Area A B C CA CI DA ED P TSeries Chart > Daily Enrollment, Membership, and ADA Counts A B C CA CI DA DM ED P T

Academics > EnrollmentDashboard Enrollment A C CI DA TSeries Chart > Enrollment and ADA Counts by Campus Type A B C CI DA DM ED TSeries Chart > Enrollment and ADA Counts by Campus Type A B C CI DA DM ED TSeries Chart > Daily Enrollment, Membership, and ADA Counts A B C CA CI DA DM ED P TSeries Chart > Enrollment by Subject Area A B C CA CI DA ED P TPie Chart > Enrollment by Grade Level A B C CA CH CI DA DM EDPie Chart > Enrollment by Ethnicity A B C CA CH CI DA DM EDGauge > Membership A B C CA CH CI DA DM EDSeries Chart > Daily Enrollment by Program Type A B C CA CI DA DM ED P T

Academics > EnrollmentDashboard Enrollment EDDashboard Enrollment DMSeries Chart > Daily Enrollment by Program Type A B C CA CI DA DM ED P TGauge > Membership A B C CA CH CI DA DM EDPie Chart > Enrollment by Ethnicity A B C CA CH CI DA DM EDPie Chart > Enrollment by Grade Level A B C CA CH CI DA DM EDSeries Chart > Daily Enrollment, Membership, and ADA Counts A B C CA CI DA DM ED P TSeries Chart > Enrollment and ADA Counts by Campus Type A B C CI DA DM ED TPie Chart > Enrollment by Grade Level A B C CA CH CI DA DM EDPie Chart > Enrollment by Ethnicity A B C CA CH CI DA DM EDGauge > Membership A B C CA CH CI DA DM ED

Academics > EnrollmentDashboard Enrollment CHSeries Chart > Enrollment % by Grade Level CH

Academics > EnrollmentDashboard Enrollment BGauge > Membership A B C CA CH CI DA DM EDSeries Chart > Daily Enrollment by Program Type A B C CA CI DA DM ED P T


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Table 1 – continued from previous pageItemType Name RolesPie Chart > Enrollment by Ethnicity A B C CA CH CI DA DM EDPie Chart > Enrollment by Grade Level A B C CA CH CI DA DM EDSeries Chart > Enrollment by Subject Area A B C CA CI DA ED P TSeries Chart > Enrollment and ADA Counts by Campus Type A B C CI DA DM ED TSeries Chart > Daily Enrollment, Membership, and ADA Counts A B C CA CI DA DM ED P T

Academics > EnrollmentSeries Chart Avg. Classroom Enrollment by Subject Area BSeries Chart Avg. Classroom Enrollment by Grade Level (No Mixed Grades) BSeries Chart Enrollment by Grade Level by School Year B

Academics > DisciplineDashboard Discipline CA PPie Chart > To Date Infraction Actions Count by Infraction Action Category A B C CA CI DA DM ED PSeries Chart > Infractions vs. Out-of-School Suspensions A B C CA CI DA DM ED PPie Chart > To Date Infraction Incidents Count by Infraction Category A B C CA CI DA DM ED PPie Chart > To Date Out-of-School Suspensions by Infraction Category A B C CA CI DA DM ED P TPie Chart > To Date Out-of-School Suspensions by Infraction Category A B C CA CI DA DM ED P TPie Chart > To Date Infraction Incidents Count by Infraction Category A B C CA CI DA DM ED PSeries Chart > Infractions vs. Out-of-School Suspensions A B C CA CI DA DM ED P

Academics > DisciplineDashboard Discipline A B C CI DA DM EDPie Chart > To Date Infraction Actions Count by Infraction Action Category A B C CA CI DA DM ED P

Academics > DisciplineDashboard Incidents A C DAPie Chart > Incidents by Incident Type A C DASeries Chart > Incidents by Month of Year A C DAPie Chart > Incidents by AM or PM periods of day A C DASeries Chart > Incidents by Hour of Day A C DASeries Chart > Incidents by Action Type A C DASeries Chart > Incidents by top 10 Referred By A C DASeries Chart > Incidents by top 10 Infraction Administrator A C DASeries Chart > Incidents by School A C DASeries Chart > Incidents by Gender of Offender A C DASeries Chart > Incidents by Ethnicity of Offender A C DASeries Chart > Incidents by Grade Level of Offender A C DASeries Chart > Incidents by Program Designation of Offender A C DA

Academics > PerformanceDashboard Class Grades Performance CA PSeries Chart > Class Grades Performance A B C CA CH CI DA DM EDSeries Chart > Class Grades by Program Type A B C CA CH CI DA DM EDSeries Chart > Class Grades by Subject Area A B C CA CH CI DA DM EDSeries Chart > Class Grades by Grade Level A B C CA CH CI DA DM EDSeries Chart > Class Grades by Ethnicity A B C CA CH CI DA DM EDSeries Chart > Class Grades by Ethnicity A B C CA CH CI DA DM EDSeries Chart > Class Grades by Grade Level A B C CA CH CI DA DM EDSeries Chart > Class Grades by Subject Area A B C CA CH CI DA DM EDSeries Chart > Class Grades by Program Type A B C CA CH CI DA DM EDSeries Chart > Class Grades Performance A B C CA CH CI DA DM ED

Academics > PerformanceDashboard Class Grades Performance A C CI DA T




Table 1 – continued from previous pageItemType Name RolesSeries Chart Class Grades by Grading Period A B C CA CH CI DA DM EDSeries Chart Class Grades By School Year A B C CA CH CI DA DM EDSeries Chart > Class Grades Performance A B C CA CH CI DA DM EDSeries Chart > Class Grades by Program Type A B C CA CH CI DA DM EDSeries Chart > Class Grades by Subject Area A B C CA CH CI DA DM EDSeries Chart > Class Grades by Grade Level A B C CA CH CI DA DM EDSeries Chart > Class Grades by Ethnicity A B C CA CH CI DA DM ED

Academics > PerformanceDashboard Class Grades Performance B DM EDDashboard Class Grades Performance CHSeries Chart > Class Grades by Ethnicity A B C CA CH CI DA DM EDSeries Chart > Class Grades by Grade Level A B C CA CH CI DA DM EDSeries Chart > Class Grades by Subject Area A B C CA CH CI DA DM EDSeries Chart > Class Grades by Program Type A B C CA CH CI DA DM EDSeries Chart > Class Grades Performance A B C CA CH CI DA DM ED

Academics > PerformanceDashboard TAKS Performance CI TSeries Chart > TAKS Performance B CI ED TSeries Chart > TAKS by Program Type CI ED TSeries Chart > TAKS by Grade Level CI ED TSeries Chart > TAKS by Ethnicity CI ED TSeries Chart > TAKS by State Assessed Subject Area CI DM ED TSeries Chart > TAKS vs Class Grades by State Assessed Subject Area CH CI TSeries Chart > TAKS vs Class Grades by Grade Level CH CI TSeries Chart > TAKS vs Class Grades by Program Type CH CI TSeries Chart > TAKS vs Class Grades by Ethnicity CH CI T

Academics > PerformanceDashboard TAKS vs Class Grades CI TSeries Chart > STAAR EOC by Grade Level A B C CA CH DA P TSeries Chart > STAAR EOC by Ethnicity A B C CA CH DA P TSeries Chart > STAAR EOC by Gender A B C CA CH DA P T

Academics > PerformanceDashboard STAAR EOC Performance CHSeries Chart > STAAR EOC by Course A B C CA CH CI DA P TSeries Chart > STAAR EOC by Campus A B C CA CH DA P T

Academics > PerformanceDashboard TAKS vs Class Grades CHSeries Chart > TAKS vs Class Grades by Ethnicity CH CI TSeries Chart > TAKS vs Class Grades by Program Type CH CI TSeries Chart > TAKS vs Class Grades by Grade Level CH CI TSeries Chart > TAKS vs Class Grades by State Assessed Subject Area CH CI T

Academics > PerformanceDashboard TAKS Performance EDSeries Chart > TAKS by Program Type CI ED TSeries Chart > TAKS Performance B CI ED TSeries Chart > TAKS by Ethnicity CI ED TSeries Chart > TAKS by Grade Level CI ED TSeries Chart > TAKS by State Assessed Subject Area CI DM ED T

Academics > PerformanceContinued on next page

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Table 1 – continued from previous pageItemType Name RolesDashboard Istation A C HC TSeries Chart > Monthly % Students Meeting Expected Growth A C HC TSeries Chart > Meeting Expected Growth by School A C HC TSeries Chart > Number of Students Meeting Expected Growth by Grade Level A C HC TSeries Chart > % of Students Meeting Expected Growth by Grade Level by Test A C HC TSeries Chart > Month over Month % Students Meeting Expected Growth A C HC TSeries Chart > STAAR EOC by Course A B C CA CH CI DA P TSeries Chart > STAAR EOC by Gender A B C CA CH DA P TSeries Chart > STAAR EOC by Ethnicity A B C CA CH DA P TSeries Chart > STAAR EOC by Grade Level A B C CA CH DA P TSeries Chart > STAAR EOC by Campus A B C CA CH DA P T

Academics > Performance > State Assessment PerformanceDashboard STAAR EOC Performance CA PDashboard TAKS Performance CI TSeries Chart > TAKS by State Assessed Subject Area CI DM ED TSeries Chart > TAKS by Grade Level CI ED TSeries Chart > TAKS by Ethnicity CI ED TSeries Chart > TAKS Performance B CI ED TSeries Chart > TAKS by Program Type CI ED T

Academics > Performance > State Assessment PerformanceDashboard STAAR EOC Performance A C DA TSeries Chart > STAAR EOC by Course A B C CA CH CI DA P TSeries Chart > STAAR EOC by Grade Level A B C CA CH DA P TSeries Chart > STAAR EOC by Ethnicity A B C CA CH DA P TSeries Chart > STAAR EOC by Gender A B C CA CH DA P TSeries Chart > STAAR EOC by Campus A B C CA CH DA P T

Academics > Performance > State Assessment PerformanceDashboard TAKS vs Class Grades CI TSeries Chart > TAKS vs Class Grades by State Assessed Subject Area CH CI TSeries Chart > TAKS vs Class Grades by Grade Level CH CI TSeries Chart > TAKS vs Class Grades by Program Type CH CI TSeries Chart > TAKS vs Class Grades by Ethnicity CH CI T

Academics > Performance > State Assessment PerformanceDashboard STAAR 2014 A C DA TPie Chart > Test Score Codes A C DA TPie Chart > Progress Measure Code Results A C DA TPie Chart > Test Accommodations (GA) A C DA TPie Chart > Level II Performance Results A C DA T

Academics > Performance > State Assessment PerformancePie Chart Test Versions A C DA TDashboard STAAR EOC Grade Level Performance A C DA TSeries Chart > Grade Level Requirements Status A C DA TPie Chart > 9th Grade Level Requirements Status A C DA TPie Chart > 10th Grade Level Requirements Status A C DA TPie Chart > 11th Grade Level Requirements Status A C DA TSeries Chart > STAAR EOC by Gender A B C CA CH DA P TSeries Chart > STAAR EOC by Ethnicity A B C CA CH DA P TSeries Chart > STAAR EOC by Grade Level A B C CA CH DA P TSeries Chart > STAAR EOC by Course A B C CA CH CI DA P T




Table 1 – continued from previous pageItemType Name RolesSeries Chart > STAAR EOC by Campus A B C CA CH DA P T

Academics > Performance > State Assessment PerformanceDashboard STAAR EOC Performance BSeries Chart > Students per Subject Area Teacher A C CI DA T

Academics > Course SectionDashboard Course Section A C CI DA TSeries Chart > Number of Course Sections per Subject Area A C CI DA TSeries Chart > Avg. Section Enrollment per Subject Area A C CI DA TSeries Chart > Teachers by Subject Area A C CI DA HC HP P TSeries Chart > Enrollment by Subject Area A B C CA CI DA ED P T

FinanceDashboard Employee A B C DMSeries Chart > Payroll Costs per Employee Trend Line A B C DMSeries Chart > Payroll Costs vs. Number of Employees A B C DM

Finance > BudgetDashboard Budget PPie Chart > Budget by Function Group A B C DM PPie Chart > Budget by Object Group A B C DM PPie Chart > Budget by Program Intent A B C DM PSeries Chart > Budget Amendments A B C DM PSeries Chart > Budget Amendments A B C DM PPie Chart > Budget by Program Intent A B C DM PPie Chart > Budget by Object Group A B C DM PPie Chart > Budget by Function Group A B C DM P

Finance > BudgetDashboard Budget A B C DMPie Chart > Instruction and Instruction Related Services Budget by Financial U A B C DM P

Finance > BudgetSeries Chart Budget and Expenditures A B C DM PDashboard Function Budget A B C DMPie Chart > Administrative Support Services Budget by Financial Unit Group A B C DMPie Chart > Support Services – Student (Pupil) Budget by Financial Unit Group A B C DMPie Chart > Support Services – Non Student Based Budget by Financial Unit Grou A B C DMPie Chart > Instruction and Instruction Related Services Budget by Financial U A B C DM P

Finance > BudgetDashboard Object Budget A B C DMPie Chart > Payroll Costs Budget by Financial Unit Group A B C DMPie Chart > Supplies and Materials Budget by Financial Unit Group A B C DMPie Chart > Other Operating Expenses Budget by Financial Unit Group A B C DMPie Chart > Professional and Contracted Services Budget by Financial Unit Grou A B C DM

Finance > BudgetDashboard Program Intent Budget A B C DMPie Chart > Basic Educational Services Budget by Financial Unit Group A B C DMPie Chart > Services to Students with Disabilities Budget by Financial Unit Gr A B C DMPie Chart > Accelerated Education Budget by Financial Unit Group A B C DMPie Chart > Career and Technology Budget by Financial Unit Group A B C DMPie Chart > Athletics and Related Activity Budget by Financial Unit Group A B C DMPie Chart > Bilingual and Special Language Education Budget by Financial Unit A B C DM

Finance > BudgetContinued on next page

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Table 1 – continued from previous pageItemType Name RolesPie Chart Instruction and Instruction Related Services Budget by Financial Uni A B C DM PDashboard Budget Trend PSeries Chart > Budget Trend by Financial Unit Group A B C DM PSeries Chart > Budget Trend by Program Intent A B C DM PSeries Chart > Budget Trend vs. Enrollment A B C DM PSeries Chart > Budget Trend by Function Group A B C DM PSeries Chart > Budget Trend by Object Group A B C DM PSeries Chart > Budget Trend by Object Group A B C DM PSeries Chart > Budget Trend by Function Group A B C DM PSeries Chart > Budget Trend vs. Enrollment A B C DM PSeries Chart > Budget Trend by Program Intent A B C DM PSeries Chart > Budget Trend by Financial Unit Group A B C DM PSeries Chart > Budget Trend Chart A B C DM

Finance > BudgetDashboard Budget Trend A B C DM

Finance > ExpendituresDashboard Expenditures PPie Chart > Expenditures by Function Group A B C DM PPie Chart > Expenditures by Program Intent A B C DM PPie Chart > Expenditures by Object Group A B C DM PPie Chart > Expenditures by Object Group A B C DM PPie Chart > Expenditures by Program Intent A B C DM PPie Chart > Expenditures by Financial Unit Group A B C DM PPie Chart > Expenditures by Function Group A B C DM P

Finance > ExpendituresDashboard Expenditures A B C DMPie Chart Expenditures by Financial Unit Group A B C DM PSeries Chart Expenditures vs. Enrollment Trend A B C DM PSeries Chart Expenditures Trend by Function Group A B C DM PSeries Chart Expenditures Trend by Object Group A B C DM PSeries Chart Expenditures Trend by Program Intent A B C DM PSeries Chart Expenditures Trend by Financial Unit Group A B C DM PSeries Chart Expenditures and Revenue by Fund A B C DM PDashboard Function Expenditures A B C DMPie Chart > Instruction and Instruction Related Services Expenditures by Finan A B C DMPie Chart > Administrative Support Services Expenditures by Financial Unit Gro A B C DMPie Chart > Support Services – Student (Pupil) Expenditures by Financial Unit A B C DMPie Chart > Support Services – Non Student Based Expenditures by Financial Uni A B C DM

Finance > ExpendituresDashboard Object Expenditures A B C DMPie Chart > Payroll Costs Expenditures by Financial Unit Group A B C DMPie Chart > Supplies and Materials Expenditures by Financial Unit Group A B C DMPie Chart > Other Operating Expenses Expenditures by Financial Unit Group A B C DMPie Chart > Professional and Contracted Services Expenditures by Financial Uni A B C DM

Finance > ExpendituresDashboard Program Intent Expenditures A B C DMPie Chart > Basic Educational Services Expenditures by Financial Unit Group A B C DMPie Chart > Services to Students with Disabilities Expenditures by Financial U A B C DMPie Chart > Accelerated Education Expenditures by Financial Unit Group A B C DM




Table 1 – continued from previous pageItemType Name RolesPie Chart > Career and Technology Expenditures by Financial Unit Group A B C DMPie Chart > Athletics and Related Activity Expenditures by Financial Unit Grou A B C DMPie Chart > Bilingual and Special Language Education Expenditures by Financial A B C DMPie Chart > Per Student Expenditure by Function Group A B C DM PPie Chart > Per Student Expenditure by Object Group A B C DM PPie Chart > Per Student Expenditure by Program Intent A B C DM P

Finance > StudentDashboard Student PDashboard Budget by Student A B C DMPie Chart > Per Student Expenditure by Program Intent A B C DM PPie Chart > Per Student Expenditure by Object Group A B C DM PPie Chart > Per Student Expenditure by Function Group A B C DM PPie Chart > Per Student Expenditure by Financial Unit Group A B C DM P

Finance > StudentSeries Chart Per Student Budget Trend vs. Enrollment A B C DM PSeries Chart Per Student Budget Trend by Function Group A B C DM PSeries Chart Per Student Budget Trend by Financial Unit Group A B C DM PSeries Chart Fiscal Year Budget per Student A B C DM PDashboard Expenditure by Student A B C DMPie Chart > Per Student Expenditure by Financial Unit Group A B C DM PPie Chart > Per Student Expenditure by Function Group A B C DM PPie Chart > Per Student Expenditure by Object Group A B C DM PPie Chart > Per Student Expenditure by Program Intent A B C DM P

Finance > StudentDashboard Budget Trend by Student A B C DMSeries Chart > Fiscal Year Budget per Student A B C DM PSeries Chart > Per Student Budget Trend by Financial Unit Group A B C DM PSeries Chart > Per Student Budget Trend by Function Group A B C DM PSeries Chart > Per Student Budget Trend vs. Enrollment A B C DM PSeries Chart > Per Student Budget Trend by Program Intent A B C DM P

Finance > StudentSeries Chart Payroll Costs Budget vs. Expenditures per Student Trend A B C DMSeries Chart Instruction and Instruction Related Services Budget vs. Expenditures A B C DMSeries Chart Basic Education Services Budget vs. Expenditures per Student Trend A B C DMSeries Chart Government Budget vs. Expenditures per Student Trend A B C DMPie Chart Per Student Expenditure by Financial Unit Group A B C DM PSeries Chart Per Student Budget Trend by Program Intent A B C DM P

Finance > Purchase OrdersDashboard Purchase Orders PSeries Chart > Purchase Orders by Function Group A B C DM PSeries Chart > Purchase Orders by Object Group A B C DM PSeries Chart > Purchase Orders by Program Intent A B C DM PSeries Chart > Purchase Orders by Program Intent A B C DM PSeries Chart > Purchase Orders by Financial Unit Group A B C DM PSeries Chart > Purchase Orders by Object Group A B C DM PSeries Chart > Purchase Orders by Function Group A B C DM P

Finance > Purchase OrdersDashboard Purchase Orders A B C DMSeries Chart Purchase Orders by Financial Unit Group A B C DM P


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Table 1 – continued from previous pageItemType Name RolesSeries Chart Purchase Orders A B C DM PSeries Chart Open Purchase Orders A B C DM PSeries Chart Budget and Purchases A B C DM P

Finance > RequisitionsDashboard Requisitions PPie Chart > Requisitions by Function Group A B C DM PPie Chart > Requisitions by Object Group A B C DM PPie Chart > Requisitions by Program Intent A B C DM PPie Chart > Requisitions by Program Intent A B C DM PPie Chart > Requisitions by Financial Unit Group A B C DM PPie Chart > Requisitions by Object Group A B C DM PPie Chart > Requisitions by Function Group A B C DM P

Finance > RequisitionsDashboard Requisitions A B C DMPie Chart Requisitions by Financial Unit Group A B C DM PSeries Chart Requisitions A B C DM PSeries Chart Budget and Requisitions A B C DM P

Human ResourcesDashboard Employees A C HC HP PPie Chart > Employee by Bargaining Unit A C HC HP PSeries Chart > Employee Retention by Bargaining Unit A C HC HP PSeries Chart > Students per Employee Trend A C HC HP PPie Chart > Race/Ethnicity A C HC HP PPie Chart > Gender A C HC HP PSeries Chart > Employees vs Student Enrollment Trend A C HC HP PSeries Chart > Teachers by Subject Area A C CI DA HC HP P TSeries Chart > Student Ethnicity vs Teacher Ethnicity A C HC HP P

Human ResourcesDashboard Teachers A C HC HP PSeries Chart > Teachers by Campus Type A C HC HP PPie Chart > Teachers by Education Level A C HC HP PPie Chart > Teacher by Experience A C HC HP PSeries Chart > Teacher by Certification Type A C HC HP PSeries Chart > Teacher Retention Trend A C HC HP PSeries Chart > Diversity Variance Trend A C HC HP P

Human ResourcesDashboard Transfers A C HCSeries Chart > Applicants by Source Campus A C HCSeries Chart > Transfer Request Trends A C HCSeries Chart > Transfer Requests by Job A C HCSeries Chart > Requests by Source Campus A C HCSeries Chart > Requests by Target Campus A C HCPie Chart > Approved Requests by Job Style A C HC

ScorecardsScorecard District Summary CA CH CI DA ED TScorecard Individual Student A C CA CI DA P SScorecard Student Tracker A C CA DA HP P SScorecard District Summary A B C DM PScorecard District Summary HC HP




Table 1 – continued from previous pageItemType Name RolesSeries Chart > Education Device by Building Type A CSeries Chart > Desktops and Laptops by Building Type A C

Inventory > InventoryDashboard Inventory A CGauge > Devices Assessed A CPie Chart > Education Device by Device Type A CPie Chart > Computers by Device Type A CPie Chart > Desktops and Laptops by Warranty Status A C

Inventory > InventorySeries Chart Devices by Overall Warranty End Date A CPie Chart Education Devices by Status A CPie Chart HP Desktop Models A CPie Chart HP Laptop Models A CPie Chart Dell Desktop Models A CPie Chart Dell Laptop Models A C

TEADashboard TAPR Enrollment A C DASeries Chart > Students Enrolled A C DASeries Chart > Number of Students A C DAPie Chart > Ethnic Distribution A C DASeries Chart > Ethnic Comparison A C DASeries Chart > Economically Disadvantaged Students A C DASeries Chart > Economically Disadvantaged Comparison A C DASeries Chart > Student Enrollment by Program A C DASeries Chart > Program Enrollment Comparison A C DASeries Chart > Elementary Class Size Average A C DASeries Chart > Elementary Class Size Comparison A C DASeries Chart > Secondary Class Size Average A C DASeries Chart > Secondary Class Size Comparison A C DA

TEADashboard TAPR STAAR All Grades A C DASeries Chart > Satisfactory Standard or Above for All Subjects A C DASeries Chart > Satisfactory Standard or Above All Subjects Comparison A C DASeries Chart > Satisfactory Standard or Above for Reading A C DASeries Chart > Satisfactory Standard or Above Reading Comparison A C DASeries Chart > Satisfactory Standard or Above for Writing A C DASeries Chart > Satisfactory Standard or Above Writing Comparison A C DASeries Chart > Satisfactory Standard or Above for Math A C DASeries Chart > Satisfactory Standard or Above Math Comparison A C DASeries Chart > Satisfactory Standard or Above for Science A C DASeries Chart > Satisfactory Standard or Above Science Comparison A C DASeries Chart > Satisfactory Standard or Above for Social Studies A C DASeries Chart > Satisfactory Standard or Above Social Studies Comparison A C DA

TEADashboard TAPR STAAR EOC A C DASeries Chart > Satisfactory Standard or Above for English I A C DASeries Chart > Satisfactory Standard or Above English I Comparison A C DASeries Chart > Satisfactory Standard or Above for English II A C DASeries Chart > Satisfactory Standard or Above English II Comparison A C DA


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Table 1 – continued from previous pageItemType Name RolesSeries Chart > Satisfactory Standard or Above for Algebra I A C DASeries Chart > Satisfactory Standard or Above Algebra I Comparison A C DASeries Chart > Satisfactory Standard or Above for Biology A C DASeries Chart > Satisfactory Standard or Above Biology Comparison A C DASeries Chart > Satisfactory Standard or Above for US History A C DASeries Chart > Satisfactory Standard or Above US History Comparison A C DA

TEADashboard TAPR STAAR Progress A C DASeries Chart > Met or Exceeded for All Subjects A C DASeries Chart > Met or Exceeded All Subjects Comparison A C DASeries Chart > Met or Exceeded for Reading A C DASeries Chart > Met or Exceeded Reading Comparison A C DASeries Chart > Met or Exceeded for Writing A C DASeries Chart > Met or Exceeded Writing Comparison A C DASeries Chart > Met or Exceeded for Math A C DASeries Chart > Met or Exceeded Math Comparison A C DASeries Chart > Exceeded for All Subjects A C DASeries Chart > Exceeded for All Subjects Comparison A C DASeries Chart > Exceeded for Reading A C DASeries Chart > Exceeded Reading Comparison A C DASeries Chart > Exceeded for Writing A C DASeries Chart > Exceeded Writing Comparison A C DASeries Chart > Exceeded for Math A C DASeries Chart > Exceeded Math Comparison A C DA

TEADashboard TAPR College Readiness A C DASeries Chart > College and Career Ready Graduates A C DASeries Chart > College Ready Graduates: Both Subjects A C DASeries Chart > College Ready Graduates: English Language Arts A C DASeries Chart > College Ready Graduates: Math A C DASeries Chart > CTE Coherent Sequence Graduates A C DASeries Chart > Graduates by Graduation Type A C DASeries Chart > 4-Year Longitudinal Rate A C DASeries Chart > 4-Year Longitudinal Comparison A C DASeries Chart > 5-Year Longitudinal Rate A C DASeries Chart > 5-Year Longitudinal Comparison A C DASeries Chart > Graduates Enrolled in TX Institution of Higher Education (IHE) Com A C DASeries Chart > Graduated Enrolled in TX IHE Completing One Year without Remediati A C DA

TEADashboard TAPR Human Resources A CSeries Chart > Number of Students per Teacher A CSeries Chart > Percent of Instructional Hours A CSeries Chart > Staff Type Distribution A CSeries Chart > Average Years of Experience of Teachers A CSeries Chart > Teachers by Highest Degree Held A CSeries Chart > Average Teacher Salaries (regular duties only) A CSeries Chart > Turnover Rate for Teachers A CSeries Chart > Teachers by Ethnicity A C

TEAContinued on next page



Table 1 – continued from previous pageItemType Name RolesDashboard TAPR College Admissions A C DASeries Chart > Average SAT Score for All Subjects A C DASeries Chart > Average SAT Score All Subjects Comparison A C DASeries Chart > Average SAT Score for ELA A C DASeries Chart > Average SAT Score ELA Comparison A C DASeries Chart > Average SAT Score for Math A C DASeries Chart > Average SAT Score Math Comparison A C DASeries Chart > Average ACT Score for All Subjects A C DASeries Chart > Average ACT Score All Subjects Comparison A C DASeries Chart > Average ACT Score for ELA A C DASeries Chart > Average ACT Score ELA Comparison A C DASeries Chart > Average ACT Score for Math A C DASeries Chart > Average ACT Score Math Comparison A C DASeries Chart > Average ACT Score for Science A C DASeries Chart > Average ACT Score Science Comparison A C DA

TEADashboard TAPR Academic Retention A C DASeries Chart > Students Retained in Kindergarten A C DASeries Chart > Students Retained in Kindergarten Comparison A C DASeries Chart > Students Retained in Grade 1 A C DASeries Chart > Students Retained in Grade 1 Comparison A C DASeries Chart > Students Retained in Grade 2 A C DASeries Chart > Students Retained in Grade 2 Comparison A C DASeries Chart > Students Retained in Grade 3 A C DASeries Chart > Students Retained in Grade 3 Comparison A C DASeries Chart > Students Retained in Grade 4 A C DASeries Chart > Students Retained in Grade 4 Comparison A C DASeries Chart > Students Retained in Grade 5 A C DASeries Chart > Students Retained in Grade 5 Comparison A C DASeries Chart > Students Retained in Grade 6 A C DASeries Chart > Students Retained in Grade 6 Comparison A C DASeries Chart > Students Retained in Grade 7 A C DASeries Chart > Students Retained in Grade 7 Comparison A C DASeries Chart > Students Retained in Grade 8 A C DASeries Chart > Students Retained in Grade 8 Comparison A C DA

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CHAPTER 24

D3 Agent

24.1 Introduction

The D3 Agent is a utility that simplifies exporting of data from the customer’s environment for processing into theD3 infrastructure. It supports manual operation or can run in a fully automated fashion. The agent guarantees securetransfer of data from your organization.

D3 Agent significantly reduces the burden on the customer’s IT resources by eliminating the need to create extractfiles that confirm to D3 file export specification. The D3 data warehouse requires a comprehensive collection of data,which can be complex to extract from source systems. By using D3 Agent, this complexity is streamlined.

24.2 Technical Details

The D3 Agent runs as a Windows Service. It periodically retrieves configuration settings from the D3 infrastructureand uses this information to process a set of extract commands against your local databases.

D3 Agent can be configured in a variety of ways ranging ensure compatibility with your organization’s security poli-cies:

• Fully Automated: After initial setup, all agent tasks are managed centrally from the D3 infrastructure.

• Private Credentials: This option allows you to maintain database connection information locally in your en-vironment, so that database login credentials remain private to you and are not stored in the D3 infrastructure.This option requires a small amount of technical knowledge to setup connection string in a local configurationfile.

• Manual File Transmission: By default, the Export Agent performs an efficient transfer of data over HTTPS.The Manual File Transmission option creates a local ZIP file instead that you are then responsible for trans-mitting to the D3 SFTP server. This option requires additional technical knowledge to setup a process in yourenvironment for file transmission.

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24.3 Setting Up the D3 Agent

24.3.1 Step 1: Copy Files to Your Server

K-12 Dynamics will provide you a ZIP file containing the D3 Agent files.

You will determine which machine you want the D3 Agent to run on, and then unzip the file to a folder on that machine.The D3 Agent is a Windows application, so it must run on a Windows operating system.

24.3.2 Step 2: Run as a Windows Service

Run the “install.bat”. This will setup the D3 Agent as a Windows service, which will run automatically in the back-ground, even if no-one is logged into the machine.

Note that depending on your specific version of Windows, you may need to execute this file with elevated permissions.You can do this by right-clicking the file in Windows Explorer and choosing “Run as Administrator”.

24.3.3 Step 3: Verify Windows Service

Launch the Services tool (find in Administrative Tools, or in Windows Administrative Tools on Windows 10), andverify that the service “D3 Agent” is installed.

If you do not see it, please send us the instlog.txt file so that we can diagnose and help you resolve the issue.

24.3.4 Step 4: Configure Connection Strings

If you would like us to manage your connection strings, you will need to provide us the following information for eachdatabase that data is being exported from:

• Server name

• Type of database (e.g. SQL Server, MySQL, Oracle)

• Database name

• Username and password to connect to the database

Note: The username only requires read access to the database.

If you would like to maintain your connection strings locally, then perform the following procedure:

1. Open the D3Agent.exe.config file in a text editor.

2. Locate the <connectionStrings> element.

3. Add a connection string for each database that data is being exported from. We have provided a sample connec-tion string in the file for you to use as a starting point. For assistance with setting up the connection string, seehttp://www.connectionstrings.com.

4. Notify us of the connection string names (not the connectionString value itself that contains your credentials)that you used.

128 Chapter 24. D3 Agent

http://www.connectionstrings.com


24.3.5 Step 5: Validate

Once the preceding steps are complete, we will validate our ability to extract data. If you elected to download the datalocally rather than transmit directly, then you will need to assist with this validation.

24.3.6 Manual File Transmission Option

The option to create local files for manual transmission is configured in the centralize D3 environment, so you willneed to tell us if this is the approach you want to use. If this option is selected, then a ZIP file is created in the Filesfolder relative to the application folder. The file is named with the convention YYYYMMDDNNN.ZIP. The “NNN”component will be “001” for the first extract, and if you produce more than one a day, it will increment each time.

If needed you can change the folder that the files are created in by setting the ExportFolderPath app setting inD3Agent.exe.config. You will need to create a process or manually upload the file to our secure FTP server:

• Host: sftp.goitservices.com

• Protocol: SFTP (SSH File Transfer Protocol)

• Folder: /import

You will be provided credentials for accessing this server by your implementation team.

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CHAPTER 25

Vision

We believe data analytics can truly revolutionize the way we educate children in schools today, helping educatorsidentify those most at risk, modifying education plans where necessary, and ultimately ensuring students are receivingthe help they need to succeed.

25.1 Our Passion

Our company has decades of experience in business intelligence and data warehousing across multiple industries. Ourpassion is bringing this expertise to education. Our goal is to save you time, improve decision making, and ultimatelyimprove student performance.

25.2 Why D3?

• Save Time - Eliminate the need to manually pull data every week from multiple source systems to createspreadsheets and stale reports.

• Improve Performance - Take quick action to help at-risk students that need intervention before it’s too late.

• Save Money - Reduces resources required to run manual reports, saving hours of work every week.

• Improve Decision-Making - Use relevant metrics to elevate conversations with leadership using real-time data.

Learn more at k12dynamics.com.

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http://k12dynamics.com


132 Chapter 25. Vision

CHAPTER 26

Roadmap

We operate in a dynamic environment and maintain a heavy focus on responding to customer requests, so many newfeatures introduced into D3 come from opportunity and need. However, we also maintain an internal roadmap of majornew features planned for D3. At this point, we can’t provide a timeline for these items, but we want to share with ourcustomers what our longer range plans are for D3.

We invite feedback and suggestions for refining our roadmap. Please contact your K-12 Dynamics Account Managerto provide feedback.

26.1 #1 TEA Data Integration

We’ve already made significant progress on this roadmap item. Within D3, you can now view more than 110 chartsorganized within 10 dashboards of TEA TAPR (Texas Academic Performance Reporting) data. Includes are bothlongitudinal charts for your district as well as charts comparing the most recently published school year with otherdistricts.

Future enhancements will include the ability for districts to create their own sets of comparison districts (currently weset these up for the customer), the ability to view campus level details, and the inclusion of finance data (which is aTEA data set separate from TAPR).

26.2 #2 Administrative Management of Library Items

Currently, users can create and modify their own charts and dashboards, which are stored in the My Items folder.However, creating a published item that is visible in the main library is a task performed by the K-12 Dynamicssupport team. While our turnaround time is usually next business day once we have obtained requirements for the newlibrary and the user roles who should see it, we strategically want this to to be an entirely self-service experience forour customers.

133


26.3 #3 Classroom-Based Experience for Teachers and Principals

We intend to build a tailored experience for teachers and their principals, which automatically organizes informationfor students within the classes taught a given teacher. Teachers will be able to visualized analytic for just the studentsthey teach, either collectively or by class. Principals will be able to take advantage of a similar experience by firstchoosing a teacher at the campus they are responsible for. We anticipate this experience will reach into dashboards,charts, scorecards, and explorer, to provide a complete experience oriented around the class room.

26.4 #4 Graduation Planning

Many school districts use a software application for tracking requirements for student graduations. We want to in-corporate this data into D3, potentially augmented by incorporating outside credits. Using this information, D3 canvisualize graduation planning details.

26.5 #5 Cross-Functional and Statistical Analysis Improvements

Our analysts are still investigating the potential opportunities of incorporating more advantage analytics into D3.Expect to see more trend, correlation, and regression analysis, including the ability to mine your data to identifypatterns between different measures. This will help you answer questions like why was there a drop in attendance ona particular day, or why were classroom grades higher in one particular grading period.

26.6 #6 Publish to Portal

This capability will allow charts to be built in D3, and then embedded directly into the customer’s ISD website withinteractive features to configure the visualization display and data. Think of it as a mini-D3 for your own website.

26.7 #7 Forecasting

Forecasting is a hot topic nowadays in K-12 education. We’re watching developments in this area closely, and identi-fying opportunities to deliver more value to our customers through D3.

134 Chapter 26. Roadmap

CHAPTER 27

Release History

27.1 May 2017 Release

Categorizing or disaggregating information in Explorer presents a dialog of all available categories. These are deter-mined by dynamically analyzing the underlying cube relationships, and as the cubes have grown so have the numberof available categories. To help with this, we have designated certain categories as “popular” and shown that subsetinitially. Overtime, we’ve realized that the determination of a popular category isn’t static. It evolves over time, andvaries from one organization to another. To address these limitations a number of improvements have been made:

1. Popular categories are now determined dynamically by tracking historical category selection.

2. A new view has been introduced to provide quick access to recently selected categories by the user. This is nowthe default view when the ‘Select Category’ modal opens.

3. The search behavior has been changed to better align with user expectations. Previously, it searched within thecurrent filter (e.g. within popular categories). Now it always returns results from all categories.

135


Until now, Key Performance Indicators appeared in dashboard and standalone charts, and in scorecards. We’ve recentlyupdating the rendering of charts in Explorer to share the same functionality as the other charts. As a result, KPIs definedfor values will automatically appear in Explorer when those values are explored.

136 Chapter 27. Release History


After adding support for skills to grading period grades last month, we’ve now created a skills-specific dashboard tohighlight this information in D3, as well as include skills-based information in student scorecards and include skillscriteria when creating a new watch list.

27.1. May 2017 Release 137


When multiple students belong to the same family, the student scorecard now includes a Family Attendance tab so youcan easily contrast attendance against the other family members.



27.2 April 2017 Release

When a pie chart displays a lot of categories, the smaller slices can cause the pie chart to be difficult to read. Toovercome this, small values are automatically grouped together in an Other category.

This is enabled by default for most pie charts. You can turn on or off this behavior for individual pie-charts from thesidebar, as well as set the threshold percentage value for grouping smaller values together.

The sidebar legend has been enhanced to enumerate the individual items in the Other category, so you can still viewthese details but in a more readable format.

27.2. April 2017 Release 139


Our grading period grade capture details has been overhauled to provide increased flexibility in the types of grades thatcan be captured. Previously, we supported a rather rigid interpretation that worked well for some student informationsystems, but not others. The new design provides the following new capabilities:

• Capture of many types of grades used with grading period: progress reports, grading period grade, semesteraverage, semester exam, semester grade, final exam, and final grade.

• Optional association of a grade to the skill that was taught.

• Labels for each grade, such as PR1 and PR2 for progress reports.

• Support for both numeric and non-numeric grades via a new dimension called grade marks.



The Explorer tool provides a lot of flexibility in drilling down on your data in various ways. We do our best tointelligently display the resulting chart in the most readable format possible. However, sometimes, something like thefollowing happens!

Clearly, using a pie chart with this many categories does not work well because the legend fills the entire space and thepie chart itself is almost invisible. To resolve this, we now automatically hide the legend from the inline view whenthere are a lot of categories. In this case, you can still view the legend information by opening the sidebar.

If your organization doesn’t use a particular filter, it’s now possible to hide it from view. For example, your numberof schools is small, it may be superfluous to categorize the by school type. In this case, the school type filter can be



excluded entirely from the D3 user interface, since the school filter is all that’s needed.

By default, schools are displayed in charts in alphabetical order. But in many cases, it’s more useful to organize themin meaningful way, such as in ascending order of grade levels taught at each school. To address this, the customer cannow configure the ordering of schools.

27.3 March 2017 Release

Following up on the recently completed redesign for watch list creation, the watch list results have received a similaroverhaul. Major changes include:

• New visually appealing grid layout.

• Increased flexibility with selecting information displayed in results grid.

• Ability to include watch list criteria items in the results grid.

• Expandable rows that reveal additional insights into student characteristics and performance.

• Historical view of additions-to and removals-from the watch list.

Previously, D3 captured daily attendance information only. This information was also used in conjunction with theschool calendar to identify student enrollment metrics. Now, the attendance model has been overhauled to introduceseveral new capabilities:

• Enrollment and Attendance are now two distinct data sources, allowing for more detailed enrollment analysis.

• Regular attendance and ADA attendance are now reported on two separate attendance dashboards.

• Period-based attendance (exception based) is now imported and used in conjunction with enrollment informationto provide section-based attendance analytics.

• Holiday tracking: using imported holiday data, a new chart highlights increased absences around holidaysthroughout the year.

• Absence reason is now imported and used for a new chart as well as for ad-hoc analysis.

Availability of this additional information will enable new dimensions of student analysis on the impact that absencehas on student behavior and performance, as well as provide useful reporting capabilities to teachers for individualclasses or courses.



Several new standard charts have been added:

• For TAPR, a graduation type comparison is now available to compare your high school graduation rates bygraduation type with other districts.

• Charts for top 10 teachers with highest student grades and with lowest student grades.

• New Grade Distribution dashboard with charts for each subject area in the selected student population.

• IStation and SMI performance charts by teacher.

• Incident location is now imported and report on the incidents dashboards.

27.4 February 2017 Release

The new teacher scorecards provide a unique perspective on performance specifically for students in the selectedteacher’s classroom.

To access, select Scorecards, and then Teacher:

27.4. February 2017 Release 143


Search for a teacher (if you are a teacher you’ll go straight to your own scorecard):

The displayed scorecard includes a detailed view of students for each course section, including class grades. skillgrades, absences, various reporting categories (subject area, gender, ethnicity/race, etc). Each listed student is clickableto view the student’s scorecard.



Support for extra-curricular activities and awards have been added to D3. If you provide this data to the data warehouse,you can create charts and define watch lists using this information. Activities and awards are also displayed in thestudent’s scorecard.

The Istation performance dashboard has a new chart: Meeting Expected Growth in Classroom Instruction Languageby School.



This is a variant on an existing chart that only includes test scores for tests given in the language for which the student’sclassroom instruction occurs. This is especially useful when campus administrators are testing in both English andSpanish in order to gauge English proficiency, but they also want to see how the classroom instruction is going inthe student’s native language. This provides insight into how well students are adapting as proportion of instructionalhours taught in English increases through the grade levels.

27.5 January 2017 Release

D3 now recognizes two kinds of daily attendance tracking, which are represented in the Attendance and ADA dash-boards. The first dashboard reports on students that are included in total attendance counts. The second dashboardreports specifically on the ADA (Average Daily Attendance) funding metric.

Skyward includes dedicated Special Education module that supports Texas Education Agency requirements for publicschools. Private schools, however, may instead use the Section 504 Module as a more lightweight solution for manag-ing compliance of special education requirements. For applicable customers, D3 now supports a configured setting toautomatically map Section 504 data into our Special Education dataset.

Previously, exporting an exploration to Excel produced a filename consisted of numbers representing the date andtime, and exporting to PDF or PNG used a file name of “Data Exploration”. Now, all formats are treated the same.When a new exploration is exported, it will have the name “Unsaved Exploration”, and when an existing explorationis exported, the filename will be the name of the saved exploration.

1. Enrollment counts used in discipline disproportionality calculation now uses the total number of distinct studentsenrolled at any time during the school year (instead of enrollment as-of last day of school).



2. In case of multiple actions within categories of ISS, OSS, and DAEP, count a maximum of one-time per incidentfor each category.

27.6 December 2016 Release

2016 school data, published by the Texas Education Agency, has been imported into D3. Take a moment to reviewmore than 100 charts available in the TAPR dashboards to review your district’s academic performance relative tocomparable districts.

There’s nothing worse than setting up your finely tuned criteria for a dynamic watch list, then deciding to change it topoint-based and having to setup the criteria details again. With this enhancement, your configuration details are nowpreserved when you change the watch list type.

27.6. December 2016 Release 147


The ability to choose multiple criteria for Campus, Grade Level, Days Absent, and Out-of-School Suspensions is nowimplemented. Now, all fields support creation of multiple criteria.

27.7 November 2016 Release

Previously, KPIs were applied to gauge charts and scorecards. Now, column and line charts also include visualfeedback when an associated KPI is setup by displaying plot bands on the chart surface area.

We took a good hard look at the way our “global” filters work for dashboards after noticing that this functionality hasbeen a source of confusion for customers. As a result, the concept of dashboard filters has been entirely redesigned.

• Filter changes are no longer persisted for the user

Automatically saving the last set of filters applied to dashboards and charts has been confusing for the user and wedecided it was not especially useful. Users would rather return to the published state of the dashboard on future visits,rather than to the data representation of their last set of applied filters. If a permanent change to the filters is desired,this can be achieved by creating a new dashboard or modifying it if it’s a personal dashboard.

• When a chart is selected, filter changes now only apply to the selected chart

Previously, the available filters for a selected chart included both chart-specific filters as well as “global” filters. It wasconfusing that some filters affected the entire dashboard even when a chart is selected, whereas others only affectedthe selected chart. Now, filter changes applied when a chart is selected, always affect only the selected chart.

• Indicate multiple filter states when a chart is not selected

As a result of the previous point, we now needed a way to manage the display and use of filters on the dashboard whenno chart is selected. For example, the dashboard as a whole may be filtered on the current school year, but one of thecharts is now filtered on a different school year. To solve this, each filter checkbox now supports a third “mixed” state,which indicates that the filter criteria is on for some charts in the dashboard and off for others. As you can see in theimage below, the mixed state selection is indicated by a minus-sign inside the checkbox:



• “Global” dashboard filters are now dynamically identified

Previously, filters that should apply to the dashboard as a whole needed to be manually identified and configured foreach dashboard. Now, those filters are automatically identified by surfacing to the dashboard those filters common toall charts.

27.8 October 2016 Release

We have released the first phase of our new watch list design, which delivers a brand new experience for buildingwatch lists. You now have significantly more power in specifying criteria for matching students, as well as a newability to build point-based watch lists.

• New Wizard-Based Approach

Previously, we supported two kinds of watch list, static and dynamic. Choosing and using the right one could be a bitconfusing. Plus, with our redesign, a variant of the dynamic type is being introduced, called point-based, so we wouldnow have three kinds of watch list, which would further exasperate the issue.

To simplify the user experience with creating (and modifying) watch lists, we’ve adopted a wizard-style approach,wherein the user makes choices as they proceed through a series of steps. The first step is to choose the watch list type:

Once a watch list type is selected, the remaining steps are revealed:

27.8. October 2016 Release 149


• Grouped Search Criteria with Summary of Selections

Over time, the available watch list search options has grown. With the redesign, these search options are groupedtogether using an accordion-style layout, which expands only one section at a time. Additionally, as search fields arefilled out, tags are displayed above to summarize the current search options.

• Intuitive Management of Static Watch Lists

For static watch lists, results are shown inline to the current wizard step. The user can easily add and remove students,and see a set of tags representing the set of added students.



• More Powerful Search Criteria

Previously, watch list criteria used an assumed “current” context, such as current school year, or currently placed in aprogram. This restriction is gone with the new design.

For date-based events, you can now specify the context of current school year, previous school year, current term, orprevious term. Similar flexibility is provided for program placement, providing options for currently placed, previouslyplaced (dropped), currently or previously placed, or never placed.

Additionally, you can now specify a type of criteria multiple times allowing you to combine criteria in differentcontexts. For example, you could identify students for which excessive absenteeism only started in the current schoolyear. To do this you would specify attendance (or absence) criteria multiple times, such as has been absent more than10 times this school year, but was absent in the previous school year less than 6 times.



• Point Assignment Criteria

This customer-requested feature allows you to define student inclusion in a watch-list based on the accumulated pointvalue of various criteria. When selecting this type of watch list, an additional step called Point Assignments is dis-played after the Search Criteria step.

You specify a point value for each criteria, and a total number of points needed from the matched criteria for a studentto be included in the watch list. You can also omit a point value, which requires that the criteria is met for inclusion.



• Configure Columns Displayed in Watch List Results

The new watch list creation wizard also now allows you to specify which columns to include in your results, and alsopreview the results before saving.



We are now working on phase 2 of the watch list redesign project, which is a new design for displaying matchingstudents. This will change the current implementation of the Select Columns and Preview steps in the watch listwizard.

We’ve made a couple of improvements to clarify who the sender is when emails are sent from D3 using the Send ToEmail feature. First, the display name of the from address is now set to the first and last name of the logged in user.Second, the logged in user is now automatically cc-ed on the emails.

27.9 September 2016 Release

Changes to the production D3 environment are usually made once a month, but we wanted a way for customers to tryout new features currently under development and provide feedback for their official release. To address this, we nowhave a preview environment available to customers, which is automatically updated every time a developer commitscode changes.

Your account manager will provide details for using the preview environment when applicable.

Legend information is now available in the data explorer sidebar for the selected exploration level, with the ability totoggle visibility and change colors.

Three new TAPR dashboards: Advanced Course/Dual Enrollment, Graduates, and SAT/ACT dashboard. Most of thecharts in these new dashboards are new while some were moved from the existing TAPR College Readiness dashboard.



Our Special Education Discipline dashboard includes charts that report on the various metrics needed for identify-ing discretionary discipline disproportionality between all students and special education students. For this release,we’ve combined multiple charts to improve readability, introduced a new chart that displays ISS, OSS, and DAEPdisproportionality rates, and replaced the “Count of Non-SPED Students” series with “Count of All Students”.

When a user changes the sort order of a chart, D3 now remembers the change and defaults to the last sort order selectedby the user when the chart is viewed at a future time.

The global search tool (activated by clicking the search box on the top right) can now be used to locate students bytheir student id.

We’ve added the ability to reset to the default color from the legend color selection dialog.

27.10 August 2016 Release

D3 has always used a crisp light theme designed for high usability with a clean, professional experience. We recognizethough that some people prefer a darker screen,and people with visual impairments benefit from an increased contrastbetween colors. As a result, D3 is now available in three beautiful color themes: Light (the default), High Contrast,and Dark. Theme preferences are controlled from the settings area accessed from the main menu.

27.10. August 2016 Release 155


Our search capabilities have always focused on ease-of-use. Just type a few letters, and immediately see the top resultscategorized by the type of the item (e.g. dashboard, chart, scorecard, student, exploration). One limitation though, isthat only the first 6 results for each item type were displayed. With this month’s release, a SEE MORE button is nowdisplayed underneath the initial results when applicable. Clicking the button will expand the view to show a completelisting of all matches. The results are organized by tabs. The first tab has all results organized alphabetically. Theother tabs act as filters to show all results of a particular item type.



Additionally, the search box will now also recognize student numbers, which provides a convenient method for locatinga student scorecard when you have the student number handy.

For our charts that display multiple measures, you now have the ability to selectively hide or show each measureindividually. The legend section of the sidebar was redesigned to support this. Previously, the legend items could beclicked to adjust their color. Now, clicking a legend item expands it to display a sub-menu of actions from which youcan toggle the visibility or change the color.

27.10. August 2016 Release 157


Applying a filter in D3 requires selecting the individual member values to filter on. This works well in most cases, butnot for dates. When filtering on a date, the user invariably wants to specify a date range (or multiple date ranges). Toaddress this, we improved our filtering user interface to provide a new experience when creating a date-based filter.You now pick a start date and end date (or you can leave one blank). You can even add additional date ranges if youneed to.

A large number of legend items in charts reduces the available plot area of the chart significantly. When viewing chartscontained within dashboards or within the Explorer, this can lead to charts that are too hard to read. To resolve this,



we now automatically hide the legend items from the chart area when needed for the chart to be easily legible. Whenlegend items are hidden from the chart, you can still view this information by opening the sidebar.

A Reset to default button is now available on the color picker dialog. This provides a way to clear a customizedcolor assignment. Access it from the sidebar legend by clicking Change color.

When using a desktop computer, a new double-click shortcut is now available to quickly switch back to the dashboardview after viewing a maximized chart.

27.11 July 2016 Release

The Data Explorer has has a Sort by action available in the sidebar for some time, but until now this capabilityhas been missing for existing charts in the library. Now you can organize items in a chart explicitly by the value(descending) or their category name (alphabetically).

We’ve introduced support for data requirements specific to students enrolled in special education programs. In ad-

27.11. July 2016 Release 159


dition to identifying students enrolled in special education, D3 can now track the primary, secondary and tertiary(if applicable) disability of special education students, the special education services provided to each student, andeach student’s instructional setting. We’ve also enhanced the disciplinary reporting to include charts that comparedisciplinary activities between special education students and all students.

The ability to save an exploration and share it with others has been redesigned. Previously, the behavior was confusing,especially when a shared exploration was further modified. We determined that the root of the confusion was due toour saving of changes to an exploration, which was automatic for the owner but not persisted at all when modified byanother user.

To resolve this, the functionality of the Save as... action in the Explorer sidebar has been improved. A modifiedexploration is only updated by selecting this action. A copy of an exploration can be created by using this action andproviding a different exploration name.

This new behavior works equally well when a second user opens an exploration saved by the first user. In this case,the Save as... action will create a local copy of the exploration belonging to the second user.

Along with this enhancement, the screen title will now display the name of a saved exploration, or <NewExploration>. In addition, is displayed to alert you that you have made modifications to the exploration. Inthe case, or a second user opening a shared exploration, <Not Saved> will be displayed.

The Explain sidebar action available in dashboards and charts is now also available in data explorer. Just select anexplorer level and click Explain to view a dynamic description of the selected chart configuration as well as a statisticalanalysis of the explorer measure values.

Pie chart legend details displayed in the sidebar now include values. Previously, this information was not available tousers on mobile devices since the values were only shown in the tooltip of each pie slice.



We’ve just added support for STAAR Grade 3-8 files, so now your scorecards and dashboard will display both 3-8 andEOC results.

Teacher Diversity and Teacher Years of Experience charts added to TAPR HR dashboard.

The ability to select all filter items now available in Explorer. This is particularly useful for selecting all except for afew items. First click the Select All checkbox, then un-check items you want to exclude.

27.11. July 2016 Release 161


Previously, the favorite items were listed in the order they were added as favorites.

27.12 June 2016 Release

Proper interpretation of state-published information is essential, but it can be difficult to correlate essential metrics tonomenclature definitions published in documents such as the 36-page TAPR glossary of terms. We’ve made it easyfor you by now include explanations for every chart based on state information.



It’s not uncommon to explore several levels deep when using the data explorer. You’ve always been able to collapseand expand individual levels, but now you can collapse all levels at once to see at a glance a breadcrumb trail of yourexploration. When collapsed, the option changes to expand all levels.

27.13 May 2016 Release

Published data from Texas Education Agency is now available within D3 to provide comparisons of academic per-formance against other districts. Over 100 new charts have been added, organized by functional area into 8 distinctdashboards.

27.13. May 2016 Release 163


We’ve added a new filter to applicable charts so you can now target time periods that one or more selected principalswere responsible for their school(s).

Teachers can now enjoy charts and dashboards tailored to show results from the students they teach.



27.14 April 2016 Release

We’re often asked by users what other information is D3 is shown for other users. D3 uses a combination of roles,associations, and attributes to manage the information displayed for each individual user, so knowing what anotheruser can see isn’t always obvious. To resolve this, we’ve just added a really useful impersonation feature available tousers who are responsible for managing access to D3.

For more information, read our User Impersonation topic.

We’ve made some enhancements to the data we collect about disciplinary information. We now capture the referringparty for each discipline incident and also the administration assigned for managing each associated discipline action.Plus, we now capture the time of day that discipline incidents are reported so you can analyze what types of incidents



are occurring at different times of the day.

We have new charts to show this information, plus it’s available in the data explorer so you can create your own chartstoo.

27.15 March 2016 Release

You can now access a student’s scorecard directly from a watch list.

The display of watch list results also received a facelift with a new grid display and the addition of pagination controls.

We’ve introduced an internal feature toggle capability to allow us to turn on features currently under development forreview by certain districts or users. This helps us gather feedback from real world users during development.

27.16 February 2016 Release

We’ve introduced a new universal search capability so you can quickly locate any item by typing a few letters of itsname. As a bonus, the search screen also displays your more recently accessed items as well the most popular items



accessed by users in your organization.




CHAPTER 28

Accessibility

Web Accessibility, simply put, is the creation of sites and applications that can be fully experienced by the broadestnumber of users. That includes disabled users, who typically visit the sites we create with the help of assistivetechnologies such as screen readers.

For the most basic, text-driven web experiences, these technologies work well, and disabled users greatly benefit.However, the Web has exploded well beyond the realm of text-based experiences in the last decade, including theemergence of Rich Internet Applications (RIA), such as D3. Assistive technologies have struggled to keep up.

We are committed to a continued investment in supporting assistive technologies to better aid disabled D3 users. Weare working towards providing things like full keyboard support, high-contrast visual elements, text-based equivalentsof non-text elements and by adhering to standards like WAI-ARIA, WCAG 2.0, and Section 508.

The web development technologies used to build D3 were chosen in part because of their recognition and commitmentto including accessibility support. For more details, see Bootstrap Accessibility and Kendo UI Accessibility.

169

http://getbootstrap.com/getting-started/#accessibility

http://docs.telerik.com/kendo-ui/accessibility/accessibility-overview


170 Chapter 28. Accessibility

CHAPTER 29

Confidentiality of Customer Data

K-12 Dynamics warrants that it will take all commercially reasonable steps to maintain the confidentiality of studentand staff data received from the D3 customer. K-12 Dynamics agrees to maintain such confidential data in accordancewith the relevant laws and any local policies that are communicated to K-12 Dynamics. K-12 Dynamics acts as anagent and representative of the customer in the translation, import, and/or analysis of data, however, such agency islimited solely to the translation, import, and/or analysis of data exchanged through the use of D3. Access to personallyidentifiable data will not be allowed for anyone other than the K-12 Dynamics staff directly responsible for the support,translation, import, and/or analysis of the data. Data will be provided by K-12 Dynamics only to persons or entitiesauthorized by the customer.

K-12 Dynamics shall not:

(a) Disclose Confidential Student Educational Records to any person or entity except:

(i) Those that need to know the Confidential Student Educational Records for the purposes this Agreement and agreeto be bound by the provisions of this Section; or

(ii) In compliance with a lawfully issued subpoena or court order.

(b) Use the Confidential Student Educational Records for any purpose other than the purposes this Agreement con-templates.

Definition of Confidential Student Educational Records:

“Confidential Student Educational Records” means those records, files, documents, and other materials which (a)contain information directly related to a student; and (b) are maintained by an educational agency. See FERPA, 20U.S.C.A. 1232g and accompanying regulations.

171


172 Chapter 29. Confidentiality of Customer Data

CHAPTER 30

Legal Information

30.1 Open Source Licenses

30.1.1 Angular

The MIT License

Copyright (c) 2014-2018 Google, Inc. http://angular.io

Permission is hereby granted, free of charge, to any person obtaining a copy of this software and associated documen-tation files (the “Software”), to deal in the Software without restriction, including without limitation the rights to use,copy, modify, merge, publish, distribute, sublicense, and/or sell copies of the Software, and to permit persons to whomthe Software is furnished to do so, subject to the following conditions:

The above copyright notice and this permission notice shall be included in all copies or substantial portions of theSoftware.

THE SOFTWARE IS PROVIDED “AS IS”, WITHOUT WARRANTY OF ANY KIND, EXPRESS OR IMPLIED,INCLUDING BUT NOT LIMITED TO THE WARRANTIES OF MERCHANTABILITY, FITNESS FOR A PAR-TICULAR PURPOSE AND NONINFRINGEMENT. IN NO EVENT SHALL THE AUTHORS OR COPYRIGHTHOLDERS BE LIABLE FOR ANY CLAIM, DAMAGES OR OTHER LIABILITY, WHETHER IN AN ACTIONOF CONTRACT, TORT OR OTHERWISE, ARISING FROM, OUT OF OR IN CONNECTION WITH THE SOFT-WARE OR THE USE OR OTHER DEALINGS IN THE SOFTWARE.

30.1.2 ng-bootstrap

The MIT License (MIT)

Copyright (c) 2015-2018 Angular ng-bootstrap team


173




30.1.3 outdatedbrowser


Copyright (c) 2014 burocratik




30.1.4 Bootstrap


Copyright (c) 2011-2019 Twitter, Inc. Copyright (c) 2011-2019 The Bootstrap Authors




30.1.5 @ngx-progressbar

MIT License

174 Chapter 30. Legal Information


Copyright (c) 2018 Murhaf Sousli




30.1.6 WyUpdate

BSD License

Copyright (c) 2019, wyDay

All rights reserved.

Redistribution and use in source and binary forms, with or without modification, are permitted provided that thefollowing conditions are met:

Redistributions of source code must retain the above copyright notice, this list of conditions and the following dis-claimer.

Redistributions in binary form must reproduce the above copyright notice, this list of conditions and the followingdisclaimer in the documentation and/or other materials provided with the distribution.

THIS SOFTWARE IS PROVIDED BY THE COPYRIGHT HOLDERS AND CONTRIBUTORS “AS IS” AND ANYEXPRESS OR IMPLIED WARRANTIES, INCLUDING, BUT NOT LIMITED TO, THE IMPLIED WARRANTIESOF MERCHANTABILITY AND FITNESS FOR A PARTICULAR PURPOSE ARE DISCLAIMED. IN NO EVENTSHALL THE COPYRIGHT OWNER OR CONTRIBUTORS BE LIABLE FOR ANY DIRECT, INDIRECT, IN-CIDENTAL, SPECIAL, EXEMPLARY, OR CONSEQUENTIAL DAMAGES (INCLUDING, BUT NOT LIMITEDTO, PROCUREMENT OF SUBSTITUTE GOODS OR SERVICES; LOSS OF USE, DATA, OR PROFITS; OR BUSI-NESS INTERRUPTION) HOWEVER CAUSED AND ON ANY THEORY OF LIABILITY, WHETHER IN CON-TRACT, STRICT LIABILITY, OR TORT (INCLUDING NEGLIGENCE OR OTHERWISE) ARISING IN ANYWAY OUT OF THE USE OF THIS SOFTWARE, EVEN IF ADVISED OF THE POSSIBILITY OF SUCH DAM-AGE.

30.1. Open Source Licenses 175

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