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USBE trainer explains MCAS/ALO/ADM/MClass report differences and how to export student‑level data
Summary
USBE staff demonstrated which reports to use in MCAS, ALO, ADM and MClass to produce correlation, composite and pathways reports; explained headcount vs percent settings, teacher access limits in MCAS, and the expected transfer of historical MCAS files into ALO.
During a virtual training session, Theresa McIntyre of the Utah State Board of Education walked participants through the specific reports and settings to extract student‑level trajectories from MCAS, ALO, ADM and MClass and described practical steps for exporting and transferring historical data.
McIntyre told participants to consult the participant notebook for platform‑specific instructions (she referenced pages 6–7 and 17–27). For MCAS, she identified the "correlation report" as the report that shows where students who began the year in a given category ended the year; clicking the student count in the correlation report brings up individual student names and their year‑end placements. She advised: "If you choose headcount instead of percent, it will give you a headcount, like a number of students versus a percent." (participant notebook references clarify where to change report settings.)
Access and export: McIntyre confirmed that, at present, MCAS correlation reports are visible to assessment directors and not to classroom teachers. She said districts will move to ALO next year, "and in ALO, teachers can see a correlation report" on their home page. To preserve historical data, she advised assessment directors to download files from MCAS and send them to ALO; ALO staff will then import those files to retain prior years' data.
Troubleshooting and recommended practice: Participants reported login/session problems and platform confusion; McIntyre suggested simple steps such as logging out and back in, and she encouraged assessment directors to produce reports grade by grade when necessary. She highlighted the practical difference between headcount and percent reporting when diagnosing why particular students moved categories.
Materials: McIntyre shared the participant notebook and slides in the chat and directed participants to the pages that show which specific report to use for each platform. She also offered follow‑up support from USBE assessment staff for platform and export questions.
The training was procedural and did not include policy changes; it aimed to equip assessment directors and school leaders with the exact report names and export steps needed to produce student‑level evidence for intervention planning.
