How to generate a School Level Completion Report?

The School level completion report will show all students tested, exempt and not yet tested on selected measures.

Prerequisites

You must be logged into CLI Engage
Your students must be rostered in CLI Engage
In the SCREENING, PROGRESS MONITORING AND OBSERVATION section of CLI Engage, you must see the assessment that you are requesting the report for. If you do not see this option, then open a help ticket.
You must be assigned to the class, school, or district, depending on the type of desired report and your account type

 

 

Recording 2024-03-20 214235 vid 4.mp4

 

 Instructions

  1. Locate the red banner Screening, Progress Monitoring and Observation on the dashboard and click on the assessment for which you would like to produce reports, for example CIRCLE Progress Monitoring PreK or Texas Kindergarten Entry Assessment. The following steps will show how to pull this report in CIRCLE Progress Monitoring, but the steps are the same for all the assessments on CLI Engage.

  • Search for the desired Community/District and School.

  • Click on the name of the school.

  • Click on the Reports drop down, and then click on School Summary Report.

  1. Make sure you are viewing the school name.

  2. Click on Reports.

  3. Select the School Completion Report.

  4. Select Language, Time Period, DOB Range, Grade Level, and choose any specific indicators, if any are needed.

  5. Select Wave.

  6. Select Measures.

  7. Select Export at the bottom of the page.

  8. A report will immediately download. You can further export this report to read and save as a PDF file.

  9. Click on the file to open the PDF report.

  10. This report provides the number of Students Tested and Not Tested on the selected measures and their respective charts. Excluded measures are not included in the calculations.

  11. The bar graph reports also generate number of students tested as well as viewed by percentages tested.

If you need further assistance, please submit a help ticket.

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