assignment monitoring manual

7 steps for setting-up a Monitoring & Evaluation system

Designing a Monitoring and Evaluation system, or M&E system, is a complex task that usually involves staff from different units. This article describes the development of such a system in 7 steps (1). Each step is linked with key questions, which are intended to stimulate a discussion of the current state of the M&E system in a project or in an organization. Therefore, the 7 steps do not represent a strict chronological sequence for the development of an M&E system. All steps should be considered from the beginning:

• Step 1 : Define the purpose and scope of the M&E system
• Step 2 : Agree on outcomes and objectives - Theory of change (including indicators)
• Step 3 : Plan data collection and analysis (including development of tools)
• Step 4 : Plan the organization of the data
• Step 5 : Plan the information flow and reporting requirements (how and for whom?)
• Step 6 : Plan reflection processes and events
• Step 7 : Plan the necessary resources and skills

Download the tool “M&E gap analysis” to work on these 7 steps .

Do you wish to get more information on designing a project level database for your M&E activities? Then, take a look at "The complete guide for a project level M&E database" too.

Take a look at how a database for development assistance for projects would look like via this database template .

Explore a database for indicators tracking for global M&E in this database template .

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Step 1: Define the purpose and scope of the M&E system

It is crucial to define the scope of the M&E system at the very beginning. A question that will likely need to be answered is whether the system should be impact-oriented and whether we even want to monitor higher-level impacts, or whether the project team is satisfied with simply recording the proper implementation of activities and their results. Both can make sense and be correct, depending on the circumstances and what is needed to be able to improve the project in the best possible way. Of course, high-level results-oriented monitoring is usually preferable, but it could also fail due to the available capabilities. Moreover, it should be clear from the beginning who will continue to work with the M&E findings later on.

A challenge in this first step is engaging staff and convincing them that the additional time and effort to set-up an M&E system is worthwhile in order to improve project steering and thus the quality of project or program results. There are many and varied activities that can be carried out to this end. For some project/program teams, a workshop or a presentation may be helpful to convince of the usefulness of monitoring; in other cases, various face-to-face discussions may be more appropriate. The approach must ultimately be decided by the person responsible for M&E and depends on the resources available and the key people involved. Prior consultation on these can be useful.

Step 2: Agree on outcomes and objectives - Theory of change (including indicators)

A Theory of Change (ToC) is a description of how and why activities are expected to lead to short, medium, and long term outcomes over a period of time. This is more than just identifying outcomes and objectives. In fact, a ToC is a set of impact assumptions or hypotheses that can be described as a visual diagram, a narrative, or both. Once there is a ToC or something similar, staff will know better which M&E data to collect.

ToCs are not necessarily complex but they do provide a way to summarize the complexity of a situation and bring clarity to it. At best, this allows a wide range of stakeholders to come to a shared understanding of why and how activities will lead to desired results. Further information and examples of ToC are provided by Culligan & Sherriff in " A Guide to the MEAL DPro ".

It is helpful to involve a variety of stakeholders when developing the ToC – this could include staff, beneficiaries, partners, funders and even other experts who are familiar with the technical theme. The development process, and the thinking involved, are often as important as the diagram or narrative produced. However, if this seems too time-consuming, a common, good practice is to produce a first draft, which can be then discussed with other key stakeholders. The result of this work should be a complete but not over-complicated description of the activities and its results, with prioritized outcomes for measurement and SMART indicators (2) to collect data against them.

Of course, ToCs need regular review because as context and needs change so do they. But high level outcomes and impacts are usually valid for some years.

It’s worth noting that an important critique of ToC is that it neglects social realities and possible negative project effects and that it might narrow the view on planned project/program goals.

Step 3: Plan data collection and analysis (including development of tools)

For this step, it is recommended to create an M&E work plan, an M&E matrix or a combination of both. Depending on the needs of a program or project, the design of such a document may vary greatly. However, to ensure that the M&E activities are implemented, it is advisable to determine in such a matrix clear responsibilities with timelines or frequencies of data collection. Evaluation Toolbox provides a template that can be customized according to these needs

The methods to collect the data depend on the information needed. For example, if quantitative information on jobs created is needed, then a survey with a standardized questionnaire may be useful whereas if information on the reasons for behavioral changes of supported groups is required, qualitative interviews or a combination of interviews and a standardized survey may be more useful. Data collection tools (e.g. interview guidelines and questionnaires) should be pre-tested before they are actually used. Important guidance on how to develop such tools can also be found in the aforementioned Evaluation Toolbox and at the websites of INTRAC . Some of the staff involved probably need to have analytical skills (e.g. statistical skills in the case of analysis of questionnaires). If such skills are missing or there is no time to develop the required tools or to analyze the collected data, hiring an external M&E expert could be considered.

For some programs or projects, there might be an M&E officer who coordinates such M&E activities. If this is not the case, then it will be necessary that the staff coordinate the activities among themselves. It will then be even more important to assign clear responsibilities within the team.

Are you trying to decide whether to build an internal tool, work with external contractors or use an off-the-shelf tool such as ActivityInfo? Then, take a look at our White Paper "Off the shelf, external contractors or building your own application: When off-the-shelf is your best option for your information management needs"

Step 4: Plan the organization of the data

To use the collected data, the information needs to be stored and shared with the people involved, regardless of their location. One can store data physically or digitally using an information system. This means that M&E systems and data management go together. The data management system should be designed according to the needs, size and complexity of the project or program. Staff engaged in M&E activities, may need to liaise with the IT support of their organization. In any case, it is important to label and organize items in storage clearly (chronological, by location, by content or any other category considered useful).

Good data management includes storing data securely to avoid unauthorized access, theft, or unintentional destruction of data and to comply with any legal requirements, such as data protection legislation. This often involves IT protection methods, such as passwords, firewalls and virus checks. But it might also simply mean having a lock on a filing cabinet. The global collaboration organization BetterEvaluation synthesizing advice from the UK Data Archive (3) recommends : not to store digital data on externally networked servers or computers; the installation of firewalls and security systems to protect against malware and viruses; the existence of password protected computer systems; the encryption of sensitive materials (even when transferring data by email); the signing of non-disclosure agreements. If it is important for a survey to include personal data, such as address or name, it is essential to obtain the permission of the respondent beforehand.

When using external software for data management needs, the terms of use, data protection and confidentiality, and the servers location should be checked.

Data management is linked with data quality assurance too: It is important to avoid gathering data of low quality and to ensure that data is "cleaned" of any errors. The collected data may be the basis for further decisions. Data quality methods may include the use of multiple data sources, such as triangulation of data and interviewer training and supervision. It should be clarified among the staff who is responsible for data quality assurance and how.

Step 5: Plan the information flow and reporting requirements (how and for whom?)

To be useful, information gained through M&E needs to be communicated to different stakeholders. Most likely, there are certain reporting requirements set by donors. However, it is good practice to disseminate and to discuss findings among other stakeholder groups so that learning from M&E has a wider reach. At the very least, the M&E results should also be discussed with the supported communities and groups.

There are many ways to communicate M&E information with stakeholder groups. The best communication method will depend on the audience and how the information will be used. For example, project managers may require much more detailed information on the progress made; program directors may require regular, short summary reports across different projects and programs, with aggregated tables and statistics; policy-makers might benefit from a short brief summarizing the main issues, and making recommendations for change; a member of the public that supports an organization through donations might prefer to see a story of change, a photograph or a short video that enables to connect with beneficiaries on an emotional level.

Sometimes, especially when communicating information to partners or supported groups, it is useful to discuss communication methods with the audience beforehand. This is a core element of participatory M&E. Consideration should also be given to how information can be communicated to people with audio or visual disabilities, or whether stakeholders are able to access the venues for meetings. When communicating information to illiterate or semi-literate people, presenting information in written form is of little use.

It is also important to know when information needs to be communicated. For example, if decision-making meetings occur on a quarterly basis then it is important to communicate M&E findings before those meetings are held. Similarly, when seeking to influence a government policy, it is important to supply information at the right time so that it has the maximum chance of achieving its purpose.

The use of communication strategies or dissemination plans will facilitate the organization of the information flow. The key point is to be very clear about who needs what M&E information, when and where. Narratives (formal reports, case studies, newsletters, press releases, policy briefs) are the most common way of communicating M&E findings. Other means of communication are through photographs, videos, pictures and cartoons. The big advantage of the latter mentioned communication channels is that they can communicate information from supported communities and groups directly to different audiences, without being filtered through a report. In addition, M&E findings can be communicated verbally in meetings and workshops, through feedback sessions and even through informal conversations. Speaking directly to a target audience allows messages to be tailored to the individual or group, and allows for some discussion of findings as well.

Also, more artistic and traditional methods of communication such as poems, drama, mime and song can be used to share M&E information with others. Using such activities can help prevent M&E becoming a sterile exercise, and can foster a broader understanding and discussions about change.

Recent technological advances offer another way of communicating M&E information. Websites and social media sites, podcasting, and webinars have made it much easier to present and communicate information in new and innovative ways. Communication via mobile phones and tablets offer further opportunities in the communication of M&E information, although to date, this has mainly been used for data collection (for example surveying through text messages) rather than for communication of M&E findings (4).

The dissemination plan below, taken from the website of the Technical Centre for Agricultural and Rural Cooperation provides a good example of how such a plan could look like. Other examples are offered by the websites of BetterEvaluation and MEAL DPro initiative .

Source: Website of the CTA. Technical Centre for Agricultural and Rural Cooperation, licensed under a Creative Commons Attribution-Share Alike 3.0 Unported License

In some organizations, there is a communications officer responsible for external communications and organizing the flow of information; in others, especially smaller organizations, this task is the responsibility of an M&E officer or the project team itself.

Step 6: Plan reflection processes and events

This step goes a bit further and wants to not only communicate results but discuss M&E findings with stakeholders so that everyone learns from each other. Again, the discussion and learning formats can vary widely. These could include, workshops, exchange visits, seminar, conferences, After-Action Reviews (AAR) (5) to name a few. However, learning does not happen in one sitting. It is important that moments of reflection take place regularly throughout the life of the project or program. The incorporation of learning events in the project/program cycle is key. In this regard, annual or bi-annual reviews are critical learning opportunities to reach conclusions about achievement and failures. The optimal sequence of learning events follows reporting lines of decision making. It should be ensured that the right people are involved in such reviews. Therefore, it may sometimes be important to include decision makers in the reviews (so that they learn at the same time as their staff and therefore make appropriate decisions), but it can be a challenge to ensure that this does not affect the openness of the conversations. It could be very helpful if staff are trained in facilitating intentional group learning processes.

Regular team meetings are another important opportunity for reflection. Team members may include project staff, implementing partners, and primary stakeholder representatives – this depends on how the project is structured. Weekly meetings are common but if other stakeholders are involved this may be needed less frequently. In each project context, there are usually forums where implementing partners interact with each other. These events offer another chance for reflection.

It is recommended to assign roles and responsibilities for leading the learning events. In addition, the learning and resulting conclusions for further actions should be documented well, with a focus on documenting “action needed”, “person responsible for implementation”, “deadline”, and “persons responsible for follow-up”. Such documentation could be tabular (see the example below), but any other form is fine as long as it records the most important items.

Source: own composition

Lastly, it is worth mentioning here that learning in the context of M&E is about having a culture that encourages intentional reflection and processes that support this culture. All teams learn as they implement project activities. But to take advantage of this learning and consistently translate it into improved practice, learning must be planned and managed.

Step 7: Plan the necessary resources and skills

It is good to start planning the M&E budget already in the project/program design phase so that adequate funds are allocated and later available for M&E activities. There is no standard formula to determine the budget for a project/program’s M&E system. An industry standard is that between 3 and 10 percent of a project/program’s budget should be allocated to M&E (6). A planning table for key M&E activities can be useful in this regard. It is particularly important to budget for any expensive items, such as baseline surveys and evaluations.

Moreover, an effective M&E system requires capable people. Therefore, when defining roles and responsibilities for M&E, specific consideration should be given to the M&E qualifications and expectations, including the approximate proportion of time for each person to support the system. A first step in planning for M&E human resources is to determine the available M&E experience within the project/program team, partner organizations, target communities and any other potential participants in the M&E system. This will inform the need for capacity building or outside expertise. For long-term and larger projects/programs, it may be useful to create an M&E training schedule. Ideally, data collection, analysis and M&E training involves the people to whom these processes and decisions most relate (7).

One key planning consideration is who will have the overall responsibility for the M&E system. It is important to clearly identify who will coordinate all these M&E activities and to whom others will turn to for M&E guidance. The responsible person or team should supervise the M&E functions, and have an overview of any problems that might arise.

This article was written with the intention to support especially smaller organizations in their M&E activities. Hopefully the information has been helpful and of practical use in setting up M&E systems. The author welcomes suggestions, additions and comments.

The team of ActivityInfo would like to warmly thank Ms Susanne Neymeyer for this insightful and detailed guide on setting up a Monitoring and Evaluation system. Ms Neymeyer has been an ActivityInfo Education Partner since July 2020.

Susanne Neymeyer is an independent M&E consultant with more than 15 years experience in the field of development cooperation and humanitarian aid. Her academic background is in social work, adult education and evaluation. Susanne started working as an independent M&E consultant in 2009. Since then, she has evaluated and supported a wide range of development and humanitarian projects and programs all over the world. Before she became an international consultant, she worked for various international development and humanitarian organizations as project coordinator and manager.

Footnotes, references and further reading

(1) : In other guidance notes the development of an M&E-System is described in 6 or 10 steps. I have a preference for 7 steps, but a representation of the process with fewer or more steps is of course just as good.

(2) : SMART indicators are Specific, Measurable, Achievable, Relevant and Time-Bound. More information about SMART indicators and how to design them is provided by the INGO People in Need (PIN)

(3) : Van den Eynden, V., Corti, L., Woolard, M., Bishop, L. and Horton, L. (2011). Managing and sharing data: Best practice for researchers. UK Data Archive, University of Essex: Essex.

(4) : More information on innovative tools can be found at Glenn O’Neil. (2017) A Guide: Integrating Communication in Evaluation

(5) : An After-Action Review (AAR) is a simple process used by a team to capture the lessons learned from past successes and failures with the goal of improving future performance. More information on AAR and other knowledge sharing methods provides the Knowledge Sharing Toolkit developed among others by the Food and Agriculture Organization of the United Nations (FAO) and the United Nations Children's Fund (UNICEF).

(6) : IFRC. (2011). Project/programme monitoring and evaluation (M&E) guide

(7) : Ultimately, the degree of participation of supported communities will vary according to the project/program and context. Some examples of M&E participation include among other activities: vulnerability capacity assessments; involvement of local representatives in the project/program design and the identification of indicators; participatory monitoring where elected community representatives reporting on key monitoring indicators; sharing monitoring and evaluation findings with community members for participatory analysis and identification of recommendations.

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Oct 24, 2022

The ultimate guide to case assignment, part 1: where does your method rank.

Martin Schneider

Support Experience proactive support Intelligent Case Assignment assignment

Today’s consumers have much higher customer service expectations than they did even a year ago. According to Zendesk , more than 60% of customers report their support standards have increased since 2021. Freshdesk also reported that 80% of customers said they want faster responses from organizations.

These quick replies depend on contact centers’ case assignment processes. For fast resolutions, support teams need a system that quickly sends cases to qualified, available agents. 

But which case assignment method is the best? We’re a bit biased here at SupportLogic, but we feel pretty strongly that AI-based intelligent case assignments are the way to go.

Before we dive into the methods though, let’s start with case assignment basics. 

Case assignment models

There are two main types of customer service ticketing models: tiered support and swarming support . The one you choose for your contact center depends on the number of agents on your team, the difficulty of your cases, and the size of your case queues and backlogs.

Tiered support model

Tiered support is considered the “classic” support structure and works by escalating cases through three tiers based on a case’s complexity.

• Tier 1: In this tier, support agents typically deal with customers’ basic questions and issues. All customer support inquiries begin here.
• Tier 2: Cases are moved to Tier 2 when agents in Tier 1 are unable to solve the issue at hand. Agents working in Tier 2 have more technical knowledge, skills, and autonomy than Tier 1 agents.
• Tier 3: This is the top level and consists of specialists and agents with the most technical skills and expertise.

With tiered support, you won’t have to worry about your most skilled agents wasting time on simple cases. Your specialists will be able to just work on complex issues. 

On the flip side, tiered support may lead to knowledge silos among agents. And if your company offers self-service resources, the first tier of agents may not have enough cases to handle while tier two and three agents are overwhelmed.  

Single-tier swarming model

With a single-tier swarming model, there’s no hierarchy or escalation. It’s an all-hands-on-deck approach that involves simultaneous collaboration among agents. 

All agents in a swarming model—or intelligent swarming—work together with experts from across the company on cases that fall within their expertise and responsibility, so cases are resolved as quickly as possible.

Different swarms—teams of agents and specialists who work together on cases—monitor the case queue for issues that fall within their scope of knowledge. Individual agents solve what they’re able to and leave the rest for others in their swarm.

In some large companies, support teams may include “local” swarms and “severity” swarms. Local swarms take care of cases that have simple solutions, while severity swarms typically consist of specialists. These swarm teams aren’t considered tiered because there’s no escalation from one level to the next—they split cases by difficulty right from the start.

This single-tier swarming model typically reduces case backlogs—by reducing time spent per case—because agents are working simultaneously. This model can also help agents bond as they work together in swarms.

On the other hand, highly qualified agents can get distracted by simple cases with the swarming model—which is especially problematic if you don’t have many specialists on your team. Swarming also may require training to get all agents up to speed on a variety of case issues.

Types of case assignment processes

Case assignment processes generally come down to two different methods: manual and automatic . Manual is essentially its own category, with the exception of “Free Case Assignment” (more on this later), while there are a variety of “automatic” methods. When we speak of processes and methods, “processes” is an overarching term used to describe a way of doing something; “methods” are the details that make up the processes. For example, brushing your teeth would be a process; using an electric toothbrush to brush your teeth would be a method.

To help you evaluate these processes, we’ll rank each one as “ Okay ,” “ Good ,” or “ Best .”

Manual case assignment

Our ranking: “Okay”

Manual case assignments involve customer service and CX managers assigning support cases to agents. Because manual assignments take time to complete, this process works well for organizations that have a low volume of support inquiries.

This process can also be beneficial for “high-touch” product and service scenarios. If you have an organization and offering that requires a lot of attention, manual case assignment may be the best choice for your team.

For teams with medium to high case flows, manual case assignment is a poor choice for a few reasons:

• The process will likely be too time-intensive for managers. 
• It can lead to human error since managers are controlling the assignments. Cases may end up on the desks of agents who aren’t equipped to handle them. 
• It can be a mental drain for managers, as they have to remember agents’ schedules and ever-evolving skill sets.

Free case assignment

With free case assignments, agents choose the cases they wish to work on from the queue.

This process gives agents flexibility and control. They can choose the cases that match their skill sets, so they’re often able to resolve issues more efficiently. And if agents are on a small team, they can coordinate with others on their case choices.

However, some agents may only select the easiest cases. If many agents skip over complex issues, customers with these problems may have to wait a long time for a resolution. The free case assignment process could also cause friction among agents if it creates unequal workloads.

Automatic case assignment

Our ranking: “Good”

With this case management process, your ticketing software automatically recommends and sends customer issues to agents—typically based on some criteria, like their skills or workload. The following processes—round robin, skill-based, workload-based, keyword-based, and intelligent case assignment—are all considered “automatic” case assignment strategies.

Automatic case assignments are faster and more efficient than manual routing because the software can send cases to agents right away based on preset criteria. It’s also more accurate because the software is working off of standardized rules, not subjective manager judgments. 

The challenging nature of setting criteria for cases with complex needs can serve as a potential downside to this automation. For example, a customer may have a simple inquiry, but it could be about one of your niche products. Now the question is: Is this considered a simple or complex case? There might not be a straightforward answer as all contact centers deal with cases differently, but we would say that this issue requires a tier two, three agents, or expert within a swarm.

Round robin case assignment

This case management process involves assigning cases to the next available agent within a sequence. All agents get an equal amount of cases to work on over time.

Round robin assignments help minimize bottlenecks when agents are out of the office. If agents are sick or on vacation, the workload will still be equally allocated to available agents. 

Because round robin case assignments don’t factor in skill sets, agents may work on cases that they’re not suited for. And agents working on difficult cases will still be assigned additional cases if it’s their turn in the queue, potentially leading to backups and long resolution times.

Skill-based case assignment

This process involves distributing support cases to agents based on their skill sets.

Skill-based case assignments help agents stay productive because they’re working on the issues they’re most experienced in. Your contact center won’t need to spend time triaging a case or passing it off if the initial assigned agent isn’t able to resolve the issue.

On the other hand, skill-based case assignment doesn’t take customer history or sentiment into account. Even if an agent has the knowledge to handle a particular issue, they may not have the soft skills—empathy, for example—to support specific customers.

Workload-based case assignment

Workload-based case assignment or load-based routing is a process that distributes customer issues based on the amount of cases agents currently have. When a new case comes in, the agent with the fewest number of open cases will receive it.

This approach helps teams maintain prompt response times, even when cases require different amounts of effort. If a single case is taking days or weeks, agents don’t have to worry about getting backed up and can focus on resolving the issue.

But like skill-based routing, this process doesn’t account for customer history or sentiment—which could be perceived as alienating if an agent doesn’t acknowledge former contacts made by the customer, or it could make customers feel like they’re interacting with a bot.

Keyword-based case assignment

Keyword-based case assignment is a process in which ticketing software rules send cases that contain specific keywords to specific agents. 

With this approach, agents can receive cases about the topics they specialize in. Say a case for an accounting software’s support team contains the phrase “personalize invoices.” An agent who knows about this feature would receive a ping about this case based on the keyword.  

At the same time, this process doesn’t take into account other key case factors—like customer sentiment and workload. If a large number of “personalize invoices” cases come in, the agent with that specialty will have a lot of work on their plate. 

Intelligent case assignment

Our ranking: “Best”

Intelligent case assignments are like the automatic processes mentioned above but slightly more complex. 

Ticketing software uses artificial intelligence (AI) and natural language processing (NLP) to make case assignments based on a variety of factors—not just one. With this multifaceted approach, intelligent case assignments help teams prioritize urgent cases and find qualified available agents. 

Our intelligent case assignment workflow distributes cases based on five factors: 

• Time overlap: Agent availability based on their assignments, working hours, and scheduled availability (e.g., vacation, meetings, etc.).
• Skills match: The skills required to resolve a specific case matched to your available agents’ skill relevancy.
• Case complexity match: Machine learning (ML) predicts the duration and response frequency of the support case and compares it to agent trends.
• Company experience: An algorithm scores each agent’s previous support interactions with the customer.
• Bandwidth: Each agent’s current backlog—weighted by complexity, priority, and proximity to resolution.

Based on these factors, SX Assign calculates case compatibility scores for each agent to find the best available person for each case. 

To avoid overwhelming the strongest agents with difficult cases, SX Assign is configured to “stretch” support agents just beyond their current comfort zone and route slightly more complex cases to them.

Why choose one when you can have it all?

Even if your organization isn’t using intelligent case assignments, SupportLogic SX Assign can still help you. It can give your current case routing approach a boost using intelligence and doesn’t require you to replace any of your current systems or software. SupportLogic’s intelligent case management can simply integrate with the process you’re already using—and make it better.

Check this week’s webinar to learn more about case assignment and slash your resolution in half.

Join us on Thursday, October 27th

Learn how SupportLogic’s technology helps you get the right cases to the right agents with minimal effort

You might also be interested in

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Slash Resolution Time in Half with AI-Powered Case Assignment

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Alert: The Commission public website, Educator Search and Online Services for Educators and Agencies will be down for maintenance from 5:00 PM to 8:00 PM on Wednesday, September 4, 2024.

• California Educator Assignment Monitoring

The Assignment Monitoring Program within the Commission on Teacher Credentialing ensures that educators hold the appropriate credential authorization(s) for their certificated assignments. Individuals assigned to provide instruction and/or services in certificated educator assignments in California’s public schools are required to hold the appropriate Commission-issued document authorizing the instruction/services, or be otherwise legally authorized through the use of flexibility afforded in Education Code or Title 5 Regulations. Additional information related to Assignment Monitoring can be found within the Commission’s Assignment Resources webpages.

Certificated educator assignments are reviewed by the employing local education agency (LEA) and its monitoring authority within the California Statewide Assignment Accountability System (CalSAAS). The following is educator assignment data resulting from monitoring within the system, pursuant to Education Code §44258.9. Definitions and outcomes may not be directly comparable to other teacher data reports, including the California Department of Education’s Teaching Assignment Monitoring Outcomes (TAMO) report .

2020-21 CalSAAS Statewide Summary Report

This page provides information on educator misassignments and Local Assignment Options resulting from assignment monitoring in CalSAAS for the 2020-21 school year.  Monitoring is based on assignments in place on census date, which is the first Wednesday in October (10/7/2020).  Go to the Glossary for more information about terms used on this page.  Go to the How to Use Dashboards page for tips on how to search and view data on this page.

Click a tab below the dashboard title to view misassignments and Local Assignment Option data by state or school.