This how-to guide is for school districts and charter schools to export child progress monitoring data from CLI Engage to upload to the Early Childhood Data System (ECDS), part of the Texas Student Data System (TSDS). CLI Engage’s XML data export tool was developed and tested with the Texas Education Agency to facilitate efficient exporting from CLI Engage and uploading to TEA.
The XML File Download tool can be used to export child assessment data from the CIRCLE Progress Monitoring System and Texas Kindergarten Entry Assessment.
ECDS PreK and Kindergarten submissions are due on different dates for the 2021-22 school year:
Before using the XML File Download tool on CLI Engage, we strongly recommend confirming that TSDS IDs and Enrollment and Withdrawal dates were uploaded for all students. Refer to this how-to guide for more information: Student TSDS ID Verification Information
Notes on New Additions to the XML Tool
Login to CLI Engage and scroll down to the administrative section on the dashboard and click the button for the “XML File Download” button.
Note: Community/district administrators and specialists, school specialists, and principals can access this tool. Access can be granted to others upon request. Please submit a help ticket: cliengage.org/help
Your school district or charter school may have used the CIRCLE Progress Monitoring System and/or the Texas Kindergarten Entry Assessment this year. Also, teachers may have assessed children in more than one language. If so, you will export child progress monitoring data from each assessment tool and each language separately. Follow the same steps to export results for either assessment and/or language, as needed.
CIRCLE Progress Monitoring PreK XML Details:
Texas Kindergarten Entry Assessment XML Details:
Your school district or charter school may have assessed children in more than one language. If so, you will export child progress monitoring data from each language separately. Follow the same steps to export results for either language. Select “CIRCLE Progress Monitoring English.”
Select Community or District.
Select Schools. To generate a report for all schools in your district, “Select all.” DO NOT select your “Demo School.”
Select Wave 1 or Wave 3. Wave 1 and 3 have to be generated separately. The XML tool only allows one wave to be selected at a time.
Use the DOB range fields (optional) to limit the data exported into your XML report for students within a certain age group, calculated as of 9/1/20. The table below details the high and low age limits to include in the DOB range fields, if desired.
Assessment Window dates can be determined by consulting with your Testing, Early Childhood, or Curriculum Department.
If you are unsure about when the students were assessed, you can use the Student Results Export Report to see all the students, scores, and administration dates for each measure assessed. Here is the guide:
Only Students enrolled during the testing window will be included on the XML reports.
Click “Generate Report.”
After a few minutes refresh the page. The Status column will change from “Pending” to “Succeed,” and the Action column will either show 2 icons or “No Data.”
If you see “No Data” under the “Action” column, your students don’t have TSDS IDs listed in CLI Engage. The XML export tool will only export scores for students with TSDS IDs.
Please see the how-to guides linked at the bottom of the page to update TSDS IDs for your students.
If you see icons under “Action,” review the “Missing TSDS ID Report.” This report shows the Students with an invalid 10-digit TSDS ID. Students with an invalid TSDS ID will not be exported from CLI Engage and NOT included in the exported XML file. If needed, update students’ TSDS IDs in CLI Engage and repeat all steps to download an updated XML file before submitting to TEA. For more information, please see related resources at the bottom of the page.
Note: CLI Engage will not confirm the validity of the TSDS ID with TSDS, only confirm that students’ have a 10-digit number in the field for “TSDS ID.” School districts/charter schools should confirm that students’ TSDS IDs were uploaded correctly to CLI Engage.
Once the Student TSDS IDs are updated, click to “Download XML File”. The XML files will export into a zipped folder with the 3 XML files that you will submit to ECDS. As a reminder, this XML export tool was designed to export child progress monitoring data from CLI Engage in the correct format for uploads to ECDS. Therefore, there is no need for district/charter staff to manipulate these files to conform to TEA’s requirements. If you have questions about TEA’s ECDS portal, please contact TEA directly (email@example.com).
Repeat the process (steps 4-11), if needed, to export student results in Spanish for CIRCLE Progress Monitoring, or student results in TX-KEA for either language.
If you receive an error message from TEA, here are important points about the way the XML files are produced in Engage:
The XML report uses the Student Assessment Language value (which can be changed on the Student Management page, or using Class Roster Management, or Student BUP, or Single Roster) and the Exclusion status on the assessment view to include or not Students and their scores.
When the measure is Excluded, nothing is reported for that Student.
The Exclude button for a measure should only be used if a student is not required to be assessed (i.e., if it is stated in their IEP) or if a Student was tested for that measure in the opposite language, i.e., some students are assessed in English for specific measures and in Spanish for the other measures. If a student was assessed in English for Vocabulary 3 then, you can exclude Spanish Vocabulary 3.)
If Math or Social Emotional Behaviors need to be excluded, all of their sub-measures need to be excluded.
It is valid to Exclude measures, if a Student’s Special Education plan, known as IEP, indicates that the student should not be assessed or if a student was assessed in English and Spanish.
If you need guidance, please submit a Help Ticket and our Client Support Team will assist further.
This document was last modified on: February 8, 2022