**The ISIR Analysis Tool: Take It For A Test Drive!**

Dave Curran

BearingPoint

Formerly Director of Financial Aid Programs

University of Texas at San Antonio

Michael Cagle

U.S. Department of Education

Federal Student Aid

**Session #S112**

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The ISIR Analysis Tool

Objective

-   Experience what the ISIR Analysis Tool (Formerly Quality Analysis
    Tool) can do for your verification process.

***This Tool is for all schools and our goal is that you will see the
value of using the Tool even if you are not in the QA Program.***

During this session

:

-   Overview of ISIR Analysis Tool

-   List the reasons why use of the software may be a benefit to your
    school

-   The ISIR Analysis Tool from a School's Perspective

    -   A review of data from the 2002-2003 Quality Analysis Tool

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-   Identify reports available through the software and identify the
    characteristics of two reports

-   Identify Resources to provide help and guidance

What is the ISIR Analysis Tool?

-   A verification Tool

-   Part of the EDE Suite Software

-   Available free to all schools:

    -   Download from fsadownload.ed.gov

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-   Analyzes ISIR data:

    -   Compares two transactions

    -   Reports on frequency and impact of corrections

The Design of the ISIR Analysis Tool

-   What are the most frequently changed ISIR fields?

-   What is their impact on EFC and Pell Eligibility?

-   Who should be verified?

-   Who could be left alone?

-   How could the institutional process be more efficient?

Your President requests\...

A school's dilemma **(a real situation that occurred at a Non QA
School)...**

Let's imagine that\....

#### Participant Exercise --- Scenario 1

Because of staffing concerns, a decision was made to verify only those
students selected by the CPS edits for the 2003--2004 award year.
Previously, you verified 100% of your financial aid applicants. Your
institutional aid dollars spent increased substantially, and you are
over budget.

The president would like you to determine which applicants could be
included in your institutional verification because they are most likely
to misreport information and to have an impact on the EFC.

You discover that the CPS edits selected only 25% of the applications
submitted to your school. This was a factor in the increase in
institutional dollars awarded. You don't want to go back to selecting
100% because staffing is still an issue**.**

**What tool you can use to help you identify which students you should
select for institutional verification in addition to those selected for
CPS?\
\
*Circle the correct answer(s):\
***

A.  The ISIR Tally System

B.  The ISIR Analysis Tool (formerly Quality Analysis Tool)

C.  The Mechanical Verification Robot

D.  The Data Element system

Answer: B

# Getting Started with the Tool

Using the tool involves 4 required steps:

1.  Download the Software from (fsadownload.ed.gov)

2.  Set up the Software

-   Set up system defaults

-   Set-up the Field Increment -- Parent's AGI

-   Set-up Query -- Grade Level

3.  Import ISIR's -- EDExpress or Mainframe

4.  Validate Data

Note: The instructions that follow are to assist your school when you
arrive back on your campus. Since many of you will begin using the ISIR
Analysis Tool for 2003-04, we have included instructions and screen
shots for the 4 steps above using the ISIR Analysis Tool.

####### Instructor Demonstration

## STEP 2: ISIR ANALYSIS Tool Set Up

+--------+-------------------------------------------------------------+
| # **   | ######### Action                                            |
| Step** |                                                             |
+--------+-------------------------------------------------------------+
| **1**  | From the Windows desktop, click **Start.**                  |
+--------+-------------------------------------------------------------+
| **2**  | Select **programs/EDESuite/ISIR Analysis Tool 2003-2004.**  |
|        | The login dialog box is displayed.                          |
+--------+-------------------------------------------------------------+
| **3**  | Enter your user ID, **SYSADMIN.**                           |
|        |                                                             |
|        | We have already established a user ID for you. It's         |
|        | SYSADMIN. If this is your first time logging into the Tool, |
|        | your user ID is SYSADMIN.                                   |
+--------+-------------------------------------------------------------+
| **4**  | Type your password,                                         |
|        |                                                             |
|        | The first time you log into the Tool, your password will be |
|        | SYSADMIN, the default password. At this time, you need to   |
|        | enter a new password in the **New Password** text entry     |
|        | box. You will then be asked to verify the password.         |
+--------+-------------------------------------------------------------+
| **5**  | Click **OK.** You have logged into the Tool.                |
+--------+-------------------------------------------------------------+
| **6**  | Select **Tools/Setup/System** from the menu bar. The        |
|        | **System Setup** dialog box is displayed.                   |
+--------+-------------------------------------------------------------+
| **7**  | Enter your 8-digit OPEID#.                                  |
+--------+-------------------------------------------------------------+
| **8**  | Enter the **School Name.**                                  |
+--------+-------------------------------------------------------------+
| **9**  | **Are you an EDExpress user? If so, place a check in the    |
|        | box**.                                                      |
|        |                                                             |
|        | Selecting this check box allows you to import ISIRs from    |
|        | EDExpress. If you are not an EDExpress user, you may leave  |
|        | the box blank.                                              |
+--------+-------------------------------------------------------------+
| **10** | Select the **Return to Dialog** check box.                  |
|        |                                                             |
|        | Selecting this check box tells the software to return you   |
|        | to the same dialog box after printing, exporting, or        |
|        | importing. If you leave this check box unselected, the      |
|        | software will return you to the Tool main screen after each |
|        | process.                                                    |
+--------+-------------------------------------------------------------+
| **11** | Click the **down arrow** for the **Single/Multiple (Default |
|        | Print)** field and select **Multiple**.                     |
|        |                                                             |
|        | Select **Single** if you usually print one record at a      |
|        | time. Select **Multiple** if you usually print multiple     |
|        | records. **Single** is the default setting; you can change  |
|        | it in the **Print** dialog box for a specific print job.    |
+--------+-------------------------------------------------------------+
| **12** | Click the **down arrow** for the **Default Report File      |
|        | Destination** field and select **Screen.**                  |
|        |                                                             |
|        | Select the destination to which you normally direct your    |
|        | report output. This is the default setting; you can change  |
|        | it in the **Print** dialog box for a specific print job.    |
+--------+-------------------------------------------------------------+
| **13** | Click **OK.** You have completed System Setup.              |
+--------+-------------------------------------------------------------+

**Instructor Demonstration**

**STEP 2 (continued): Set Up the Field Increment Code**

To run certain reports, you need to define a field increment format.
When you create a field increment format, you specify the increment and
the range of values you want to examine for the field you have selected
and assign a code to the format. Then, whenever you want to use that
format to print a report, you will enter the code in the Field Increment
Code field in the Field dialog box. In this demonstration, we will set
up a field increment to display records by Parents' Adjusted Gross
Income.

**Instructor Demonstration**

**STEP 2 (continued): Set-Up Query --- Grade Level**

One of the great things about the ISIR Analysis Tool is the ability to
run different queries. You will find some great Query Guidance on the QA
Website using the following address:
[**http://qaprogram.air.org/Query.asp**](http://qaprogram.air.org/Query.asp)

For this exercise, we will query on grade level. To do this, you need to
establish a query in the tool. The query function gives you the option
to "prompt at execution." This allows you to select which grade level
you want when running the query.

**Instructor Discussion**

**STEP 3: Importing ISIR Instructions from EDExpress**

These instructions are for you when you return to your office and import
your ISIR records into the Tool. You will import two files of ISIRs: a
file of "initial" ISIRs and a file of "paid on" ISIRs that have been
prepared by your school's IT department or that you import from the
EDExpress software.

**Instructor Discussion**

**STEP 3 (continued): Importing ISIR Instructions from EDExpress**

Remember, it's OK to import the initial records on one day and the paid
on records on another day. Once you have imported both the initial and
paid on records, you will have to validate the files by selecting
Process/Validation in the ISIR Analysis Tool. It will make sure that you
have an initial and paid on record that has a valid EFC for each
student. If a record doesn't match, it will be deleted from the
database.

\*Also, remember that if you continue to add initial ISIR records to
your database (i.e., from January 1, 2003, through June 15, 2004), you
will need to select the **Prompt for Duplicates?** check box; otherwise,
the software automatically skips everything. You need to click
**Update** or **Update All** when that dialog comes up. As long as you
do that, the rejected ISIRs will get overwritten with the valid ones.

**IMPORT SCREEN** in the ISIR ANALYSIS Tool

![](media/image4.png){width="5.104166666666667in" height="4.6875in"}

**Instructor Discussion**

**STEP 3 (continued): Importing ISIRs from a**

**Mainframe System**

These instructions are for you when you return to your office and import
your ISIR records into the Tool. You will import two files of ISIRs: a
file of "initial" ISIRs and a file of "paid on" ISIRs that have been
prepared by your school's IT/Computer department or that you import from
the EDExpress software.

If you use a mainframe system to manage your ISIR data, importing ISIRs
into the ISIR Analysis Tool for 2003--2004 is a little more involved.
Since storage is an issue for most schools, one of the following options
might be better suited for your institution.

There really is no way to "tag" your initial and paid on ISIRs through
CPS. You need to do some upfront planning if you are a mainframe school.
It will be harder if you overwrite ISIR data as they are received. You
are going to have to determine ahead of time whether you want to do the
whole population or a sample. If you choose to do either option, you
need to pick a time and say that those are your initial data and another
time and say that these are your paid on data. If your data center is
willing to help you devise a tagging system, that's an option too.   

+---------+------------------------------------------------------------+
| # *     | **Action**                                                 |
| *Step** |                                                            |
+---------+------------------------------------------------------------+
| **1**   | **Option 1:** Determine a cutoff date, for example, May 1. |
|         | Import the ISIR data you have at that time for a select    |
|         | group of students or for your entire population. These     |
|         | will be your initial ISIRs. In the fall, after any and all |
|         | verification is complete, import the ISIR data you have on |
|         | file as of, say, October 15 for the same selected group of |
|         | students or your entire population that you selected on    |
|         | May 1.                                                     |
+---------+------------------------------------------------------------+
| **2**   | **Option 2:** Work with your data center staff to separate |
|         | out and retrieve the initial transactions for a select     |
|         | group of students as you import ISIRs from CPS. Have your  |
|         | data center create a separate ASCII file of the initial    |
|         | transactions for your students. You can continue to do     |
|         | this up to a certain cutoff date or make it a one-time     |
|         | occurrence. In the fall, you will again ask your data      |
|         | center to separate out the most recent transactions on     |
|         | file for the same group of students, which you will import |
|         | into the ISIR Analysis Tool as the paid on transaction.    |
+---------+------------------------------------------------------------+

**As another option, your school could import initial transactions into
EDExpress (a free product) and then create a Flat ASCII file for the
paid on transactions.**

**Instructor Discussion**

**STEP 4: Validate Data**

In the software, we select Data Validation to make sure that we have an
initial and a paid on ISIR record for each student.

![](media/image5.png){width="3.375in" height="1.3333333333333333in"}

**You have now completed the required four steps to use the tool. Next,
we will discuss a school's process for using the Tool so you might learn
some steps to take should you decide to use the Tool on your campus.**

Background: University of Texas at San Antonio

-   During 2002-2003 the school verified about approximately 7,000 files
    from a student population of 22,000.

-   Students are awarded but not disbursed any aid until their
    verification process is completed.

-   Verification was based upon CPS edits.

-   IN 2003-2004 academic year the school began implementing the new
    Quality Assurance profiles as identified through the ISIR Analysis
    tool.

Why UTSA pursued QA

-   QA program/software analyzes student information to determine the
    population most likely to report incorrect information.

-   Sharing of information and best practices with the Department of
    Education and other QA member schools.

-   Continual re-evaluations of verification patterns/populations on an
    annual basis.

-   Required Federal Student Aid (FSA) assessment modules also ensure
    compliance across all areas of financial aid processing.

ISIR Analysis Software Results:

How we did it:

-   During Spring (2002) UTSA began reading about the Quality Assurance
    (QA) program from the QA web site.

-   In September UTSA sent letter to apply for participation in QA for
    03-04.

-   UTSA was accepted into QA program in October.

-   In November, UTSA began to work with ISIR Analysis Tool to establish
    an initial profile.

-   UTSA finalized QA profile based upon analysis of data from software.

**Note: Your school does not have to be a QA school to use this tool!!**

Available Reports:

There are many reports available with the ISIR Analysis Tool. Since we
have a database from a real school using the 2002-2003 Quality Analysis
Tool, many of the reports you will see in the following examples will be
using the 2002-2003 Quality Analysis Tool.

For 2003-2004 ISIR Analysis Tool, the following report names have been
modified in name only:

-   [The Field *Change* Report with Corrected Field Counts]{.underline}
    is now called **Changes to ISIR Fields**

-   The [Field *Range* Report with Corrected Field Counts]{.underline}
    is now called **ISIR Changes by Field Increment**

-   The C[orrected Records in Initial EFC Range]{.underline} is now
    called **Changes to ISIR Fields and Pell Eligibility**

-   The [Pell Corrected Records Report]{.underline} is now called **ISIR
    Changes by Field Increment and Pell Eligibility**

**We will discuss the First Two reports in detail on the next pages.**

**Please see Appendix A for a listing of all reports available in the
ISIR Analysis Tool!**

*ANALYSIS\
Let the Fun Begin (REAL INFORMATION FROM A NON-QA SCHOOL)*

*NOTE: This demonstration is designed to give you a feel for the ISIR
Analysis Tool. Since we do not have a database for 2003-2004, all of the
data and reports were taken from the 2002-2003 Quality Analysis Tool.
However, the instructions for running the reports remain the same. The
only difference is that 4 of the reports have been renamed in the
2003-2004 ISIR Analysis Tool (as discussed on the prior page of your
materials).*

*First, let's review the following:*

-   [Field Change Report]{.underline} **(Renamed CHANGES TO ISIR FIELDS
    in 2003-04 ISIR ANALYSIS TOOL)**

-   Identify ISIR fields that warrant further analysis.

Refer to the instructions on the next page for running this report. The
report is also included on page 23.

## Participant Exercise 1: Field Change Report (This Report is renamed CHANGES TO ISIR FIELDS REPORT in ISIR Analysis Tool 2003-04)

In this demonstration, we ran the Field Change Report in the 2002-03
Quality Analysis Tool. When you arrive back at your campus and use the
2003-04 ISIR Analysis Tool, you will run the CHANGES TO ISIR FIELDS
Report. Remember, in order to run this report, you must have already set
up the system, and your ISIRs must imported and validated. This report
provides counts of records with changes to specific ISIR fields and
describes the impact of those changes on EFC. **Why you want to use
it?** It allows you to identify the most problematic ISIR elements
school wide or within a specific subpopulation. **Now it is time to
analyze the data.**

A copy of the report is on page 23 . The report lists fields that affect
the EFC and displays the number of corrections made to those fields with
a corresponding percentage of the total number of corrections. It also
shows the number of records for which the EFC increased, decreased, or
remained unchanged because of a change to the field and the
corresponding percentages for that field.

######## Some observations about the Changes to ISIR Fields Report:

1.  Sixty-seven of the corrections made in the parents' Adjusted Gross
    Income had an EFC increase; 51 corrections in the same field had an
    EFC decrease.

2.  Seventy-four corrections made to parents' U.S. Income Tax Paid had
    an EFC increase; 50 corrections had EFC decrease.

3.  Sixty-nine of the corrections in the sum of parents' Worksheet A, B,
    or C had an EFC increase; 43 corrections had an EFC decrease.

## Participant Exercise 1: Changes to ISIR Fields Report (continued)

**List the five ISIR items that you would want to further analyze.\
**

1.  \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

2.  \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

3.  \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

4.  \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

5.  \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Report Date: 06/30/2003 U.S. DEPARTMENT OF EDUCATION PAGE: 1

Report Time: 16:34:38 QUALITY ANALYSIS TOOL - 2002-2003

Field Change Report with Corrected Field Counts **(RENAMED CHANGES TO
ISIR FIELDS REPORT in 2003-2004 ISIR ANALYSIS TOOL)**

ALL RECORDS SORT: Sequence Number

THIS DOCUMENT CONTAINS SENSITIVE INFORMATION PROTECTED BY THE PRIVACY
ACT

\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*

OPEID#: 00000001 School Name: PAT-BRYAN UNIVERSITY

\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

Records EFC EFC EFC

Initial Field Corrected Increased Decreased Unchanged

Selected \# % \# % \# % \# %

\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-- \-\-\-\-\-\-\-\-\-\-\-\--
\-\-\-\-\-\-\-\-\-\-\-\-- \-\-\-\-\-\-\-\-\-\-\-\--
\-\-\-\-\-\-\-\-\-\-\-\--

PARENTS\' NUMBER OF 20 2.9% 9 1.3% 9 1.3% 2 0.3%

FAMILY MEMBERS

PARENTS\' NUMBER IN 13 1.9% 7 1.0% 4 0.6% 2 0.3%

COLLEGE

PARENTS\' TAX RETURN 91 13.2% 53 7.7% 29 4.2% 9 1.3%

FILED?

PARENTS\' TYPE OF TAX 9 1.3% 6 0.9% 1 0.1% 2 0.3%

RETURN USED?

PARENTS\' ADJUSTED 125 18.2% 67 9.8% 51 7.4% 7 1.0%

GROSS INCOME

PARENTS\' U.S. INCOME 130 18.9% 74 10.8% 50 7.3% 6 0.9%

TAX PAID

PARENTS\' TOTAL FROM 40 5.8% 22 3.2% 12 1.7% 6 0.9%

WORKSHEET A

PARENTS\' TOTAL FROM 52 7.6% 30 4.4% 19 2.8% 3 0.4%

WORKSHEET B

PARENTS\' TOTAL FROM 29 4.2% 17 2.5% 12 1.7% 0 0.0%

WORKSHEET C

STUDENT\'S TAX RETURN 78 11.4% 47 6.8% 21 3.1% 10 1.5%

FILED?

STUDENT\'S TYPE OF 13 1.9% 8 1.2% 1 0.1% 4 0.6%

TAX RETURN USED?

STUDENT\'S ADJUSTED 64 9.3% 38 5.5% 17 2.5% 9 1.3%

GROSS INCOME

STUDENT\'S U.S. 62 9.0% 39 5.7% 13 1.9% 10 1.5%

INCOME TAX PAID

STUDENT\'S TOTAL FROM 11 1.6% 3 0.4% 7 1.0% 1 0.1%

WORKSHEET A

STUDENT\'S TOTAL FROM 4 0.6% 0 0.0% 3 0.4% 1 0.1%

WORKSHEET B

STUDENT\'S TOTAL FROM 3 0.4% 0 0.0% 3 0.4% 0 0.0%

WORKSHEET C

Corrected Count

Totals 744 420 252 72

Total Unduplicated Record Count Data:

Total Unduplicated Corrected Record Count 186

Total Unduplicated Non-corrected Record Count 501

Total Target Size 687

*Let the Fun Continue*

-   [Field RANGE Report (renamed ISIR CHANGES BY FIELD INCREMENT report
    in the 2003-2004 ISIR Analysis Tool)]{.underline}.

-   Identify income ranges where EFC changes are concentrated.

Refer to the instructions on the next page for running this report. The
report is also included on page 26.

### Participant Exercise 2: Report: ISIR Changes By Field

**All Dependent Students**

In this demonstration, we ran the Field Range Report in the 2002-2003
Quality Analysis Tool. When you arrive back at your campus and use the
2003-04 ISIR Analysis Tool, you will run the ISIR CHANGES BY FIELD
Report for all Dependent students. This report helps us identify
patterns within field ranges and ranges of ISIR values that should, or
should not, be targeted for verification. The report counts the number
of fields corrected and the impact of those corrections on EFC within
user-specified ranges of any single ISIR data element. Earlier in the
set-up section, we set up a field increment code A that will identify
students with parents' adjusted gross income (AGI) from \$1 to \$200,000
in increments of \$10,000.

When we review the report, we see changes in the EFC either increasing
or decreasing between \_\_\_\_\_\_\_\_\_\_ and \_\_\_\_\_\_\_\_\_.

NOTE: When you return back to your campus, you may also find it helpful
to run this same report, but attach a query on grade level (instruction
for adding a grade level query were discussed on page 10). By attaching
such a query, you can narrow down the scope of your analysis.

Report Date: 10/23/2002 U.S. DEPARTMENT OF EDUCATION PAGE: 1

Report Time: 09:43:45 QUALITY ANALYSIS TOOL - 2002-2003

Field Range Report with Corrected Field Counts **(Renamed ISIR Changes
By filed in 2003-2004 ISIR ANALYIS TOOL)**

ALL RECORDS SORT: Field Range

PARENTS\' ADJUSTED GROSS INCOME

THIS DOCUMENT CONTAINS SENSITIVE INFORMATION PROTECTED BY THE PRIVACY
ACT

\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*

OPEID#: 00000001 School Name: PAT BRYAN UNIVERSITY

\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

EFC EFC EFC

Fields Increased Decreased Unchanged

Initial Field Corrected (Records) (Records) (Records)

Range \# % \# % \# % \# %

\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-- \-\-\-\-\-\-\-\-\-\-\-\--
\-\-\-\-\-\-\-\-\-\-\-\-- \-\-\-\-\-\-\-\-\-\-\-\--
\-\-\-\-\-\-\-\-\-\-\-\--

\<blank\> 73 6.5% 2 1.0% 2 1.0% 4 2.0%

1 TO 10,000 20 1.8% 3 1.5% 1 0.5% 1 0.5%

10,001 TO 20,000 86 7.6% 8 3.9% 5 2.5% 3 1.5%

20,001 TO 30,000 136 12.1% 14 6.9% 6 2.9% 6 2.9%

30,001 TO 40,000 190 16.9% 17 8.3% 10 4.9% 2 1.0%

40,001 TO 50,000 95 8.4% 14 6.9% 9 4.4% 2 1.0%

50,001 TO 60,000 77 6.8% 8 3.9% 7 3.4% 1 0.5%

60,001 TO 70,000 161 14.3% 11 5.4% 10 4.9% 1 0.5%

70,001 TO 80,000 45 4.0% 4 2.0% 5 2.5% 2 1.0%

80,001 TO 90,000 80 7.1% 4 2.0% 7 3.4% 1 0.5%

90,001 TO 100,000 64 5.7% 4 2.0% 8 3.9% 2 1.0%

100,001 TO 110,000 42 3.7% 3 1.5% 2 1.0% 2 1.0%

110,001 TO 120,000 32 2.8% 2 1.0% 3 1.5% 1 0.5%

120,001 TO 130,000 7 0.6% 0 0.0% 1 0.5% 1 0.5%

130,001 TO 140,000 13 1.2% 0 0.0% 1 0.5% 1 0.5%

140,001 TO 150,000 0 0.0% 0 0.0% 0 0.0% 0 0.0%

150,001 TO 160,000 0 0.0% 0 0.0% 0 0.0% 0 0.0%

160,001 TO 170,000 1 0.1% 0 0.0% 0 0.0% 1 0.5%

170,001 TO 180,000 0 0.0% 0 0.0% 0 0.0% 0 0.0%

180,001 TO 190,000 3 0.3% 0 0.0% 1 0.5% 1 0.5%

190,001 TO 200,000 0 0.0% 0 0.0% 0 0.0% 0 0.0%

Corrected Count

Totals 1125

Total Target Size 204 94 78 32

Explanation of the data included on this report can be found in the Help
Text.

Click the \'Help\' button on the Print dialog box to display a window
with a list of

reports. From this list, select the report for which you would like an

explanation.

**Scenario 2**

**Imagine**

The president would like your office to find ways to enhance consumer
information to avoid misreporting and the number of corrections made to
applicant data.

Financial aid staff at Pat Bryan University determined by reviewing the
**Field Change Report** that approximately 15% of the applicant
population had changes to untaxed income. To identify the impact that
changes made to untaxed income had on an applicant's EFC, the
institution ran the **List-EFC Change by Student** Report to analyze
changes to untaxed income.

**This report was run using the 2002-2003 Quality Analysis Tool. Use the
printed report (on the next page) to answer the following questions:**

> **Which source of untaxed income had the greatest impact on the EFC?**

**1.
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

2\.
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**3.
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

How could the institution change its consumer information to improve the
untaxed income information provided by applicants?

Refer to the instructions on the next page for running the **List-EFC
Change by Student** report. This report run with three different
discrepancy fields (Parent's Worksheet A, Worksheet B, and Worksheet C).
The results of these 3 fields are also included on pages 29, 30, and 31.

### Instructor Demonstration

**List --- EFC Change by Student**

In this demonstration, I will run the List-EFC Change by Student Report.
This report identifies the most problematic incidences of change to a
particular ISIR element. When we review the printout of these reports,
you will see a list of students who experienced a change in a given ISIR
item accompanied by the change in EFC; the results can be sorted by EFC.

**Repeat steps 1-6 using Parent's Total From Worksheet B as the
Discrepancy Field in Step 4**

**Repeat Steps 1-6 using Parent's Total From Worksheet C as the
Discrepancy Field in Step 4**

How many students made changes to Worksheet A?
\_\_\_\_\_\_\_\_\_\_\_\_\_

How many students made changes to Worksheet
B?\_\_\_\_\_\_\_\_\_\_\_\_\_\_

How many students made changes to Worksheet
C?\_\_\_\_\_\_\_\_\_\_\_\_\_\_

![](media/image6.png){width="4.75in" height="2.9916666666666667in"}

Report Date: 06/30/2003 U.S. Report

List - EFC Change by Student

ALL RECORDS

Field Selected: PARENTS\' TOTAL FROM WORKSHEET A

Original Initial Field Initial EFC

SSN Student Name Value Change EFC Change

\-\-\-\-\-\-\-\-\-\--
\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--
\-\-\-\-\-\-- \-\-\-\-\-\-- \-\-\-\-\-\-- \-\-\--

901-68-9142 WINTERS, CIARA L. 950 -605 1407 957

901-76-5182 ANDERSON, NICHOLAS E. 0 1076 529 183

901-82-8712 HARP, JEREMY S. 1976 -1292 9674 -4158

903-66-8996 CHALUPA, CRAIG R. 1000 -1000 3532 -164

903-72-7888 MCFARLANE, SHANNON L. 0 2149 1773

903-76-8362 ANDERSON, KENNETH A. 10229 1096 0 0

904-82-1536 MICHEL, JASON A. 3900 131 0 0

905-78-3544 HELLER, BRYAN T. 3264 -516 213 329

905-86-5036 ZACH, SEAN P. 0 526 12 2853

906-66-2883 DONNAN, WARREN W. 0 13860 0 0

907-82-0171 DROESSLER, NATHAN L. 1412 -708 0 103

907-84-0189 MCFARLANE, SHAWN K. 2134 16152 1750 5176

908-64-0836 BOWMAN, MELISSA I. 0 938 6066 330

908-72-9997 KRUGER, WADE E. 0 505 2804 2379

909-70-2782 SORRELL, MATTHEW I. 976 543 1166 -419

912-62-1911 BURR, GERALD B. 0 12492 83 2531

912-76-2841 DEARTH, SALVATORE M. 0 491 3465 -3465

914-64-3299 MARZEN, JOHN D. 0 386 1681 -197

918-72-2918 MICHEL, MICHAEL T. 470 450 711 1273

919-64-4183 DONALD, ALLEN 3890 9490 0 850

923-70-1224 MCMATH, RYAN L. 0 2071 8463

926-66-0313 BONTRAGER, MEAGAN G. 2500 -414 6455 -5268

930-70-4189 BURR, TIMOTHY J. 14436 -12190 23244 -8775

932-64-1515 KOEHLER, JOSEPH B. 500 -500 23937 -3383

932-64-6397 GOSS, GABRIEL A. 3524 126 0 0

933-64-4824 PACHA, JOSHUA P. 43587 -43587 24231-20879

943-74-3706 KOEHLER, OLVIN 0 2535 -2535

944-96-7571 WELDON-PETERS, SANTIAGO 3241 -1722 0 515

945-74-2024 CHALUPA, MICHAEL R. 0 3283 401 1989

946-76-6180 BALLARD, KEVIN G. 17136 -10301 5914 -5914

951-76-7306 NOSBISH, BRIAN M. 85480 -85480 64870 35129

952-76-2140 SANDERS, KEVIN A. 0 2628 3536 2145

953-98-7372 VOGT, SHAFEEK S. 0 326 0 0

962-88-0558 DANIEL, MELVIS W. 5117 -4054 1192 -569

965-74-6808 PACHA, MICHAEL R. 6100 -6100 13933 2207

968-68-6665 FITZGERALD, PAUL A. 0 1147 0 187

986-68-9235 PREWETT, KARI L. 10040 -1188 2305 -236

986-82-9290 NUTTER, JUSTIN M. 0 600 3063 1562

990-88-2554 DANIEL, MARLON J. 4980 -2927 224 4536

997-68-8899 TOMAS, BRIAN J. 12216 4644 0 0

998-70-1404 HOEPPNER, JOSHUA J. 0 9715 0 1705

Total Students: 41

**Field Selected: PARENTS\' TOTAL FROM WORKSHEET B Original Initial
Field Initial EFC**

**SSN Student Name Value Change EFC Change**

\-\-\-\-\-\-\-\-\-\--
\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--
\-\-\-\-\-\-- \-\-\-\-\-\-- \-\-\-\-\-\-- \-\-\--

901-64-1373 SCHLOTE, MATTHEW J. 41583 -40193 55652 -388

901-66-5531 DEARTH, MATTHEW J. 6843 -3974 2084 1688

901-68-9142 WINTERS, CIARA L. 4500 1031 1407 957

901-72-6926 HALL, TIMOTHY T. 0 679 938 4766

901-80-5768 BONTRAGER, ANTHONY M. 1306 -1306 6773 -5288

901-82-3589 DUWA, MATTHEW G. 1826 457 4919 177

902-68-6007 STOCKMAN, PAUL R. 1800 880 1863 300

902-84-0191 DEARTH, EASTON T. 5701 -3701 829 749

903-64-3614 WINTERS, ROBERT R. 0 2000 2298 478

903-66-6479 WELDON-PETERS, MICHAEL S. 722 642 9238 -1168

903-72-7888 MCFARLANE, SHANNON L. 0 2149 1773

903-72-8308 SMITH, TONI M. 3600 -2400 1033 753

903-76-8362 ANDERSON, KENNETH A. 38044 -9894 0 0

904-82-1536 MICHEL, JASON A. 940 -940 0 0

904-86-9581 STOCKMAN, ERIC M. 7923 -9 7743 -1080

905-86-5036 ZACH, SEAN P. 0 9600 12 2853

905-88-1764 MARZEN, NICOLAS C. 960 3164 2268 -445

906-66-2883 DONNAN, WARREN W. 0 4259 0 0

907-35-2408 MARZEN, JACKSON L. 6933 -6933 3623 -1560

907-82-0171 DROESSLER, NATHAN L. 1412 -708 0 103

908-72-9997 KRUGER, WADE E. 1007 3664 2804 2379

909-62-6044 SEXTON, EMILY 8850 -27 12985 746

912-05-9455 NUTTER, JESSICA M. 2090 -2090 2526 1745

912-76-2841 DEARTH, SALVATORE M. 11500 -11500 3465 -3465

913-68-4185 WAITE, STEPHEN B. 0 2881 6646 623

914-64-3299 MARZEN, JOHN D. 7200 3133 1681 -197

915-08-2538 CHALUPA, AARON C. 11041 -10491 3059 -2279

916-68-2901 ROMAN, JOHN A. 15600 3732 416 7321

916-70-9688 FULLER, JACOB C. 5383 330 8515 494

917-74-9427 ROGERS, DIANNE E. 2011 -2011 6732 -639

918-66-3760 NOSBISH, BRADLEY R. 8500 2000 33452 2191

923-70-1224 MCMATH, RYAN L. 3607 2071 8463

924-74-3510 WALLS, STACIE A. 0 21840 1253 5636

930-70-4189 BURR, TIMOTHY J. 7218 -7218 23244 -8775

930-72-0831 DONLEY, AMANDA L. 9280 -200 475 -24

932-64-2230 DONNAN, JASON J. 2932 -20 350 966

933-64-4824 PACHA, JOSHUA P. 8536 -6200 24231-20879

933-64-6348 PAULEY, CHRISTOPHER D. 95281 -81939 70241-35431

935-54-4393 HOEPPNER, THOMAS J. 24802 -560 45624 -294

939-52-2955 FETTERS, JASON A. 6688 -1257 12788 -1014

939-56-7405 SORRELL, NICHOLAS D. 0 875 690 952

943-74-3706 KOEHLER, OLVIN 0 2535 -2535

944-80-3451 BURKE, JOSEPH A. 650 17774 -3836

951-76-7306 NOSBISH, BRIAN M. 10056 -758 64870 35129

952-76-1529 MCGOWAN, ALLEN T. 4000 -1400 9321 4873

952-76-2140 SANDERS, KEVIN A. 0 2793 3536 2145

965-74-6808 PACHA, MICHAEL R. 5200 -550 13933 2207

976-64-6695 RASMUSSEN, NATHAN R. 5250 173 19260 1243

980-68-5956 DONALD, BRANDI M. 1550 2014 882 23119

983-06-3388 SANOKT, AUSTIN L. 8824 3613 2992 1471

990-88-2554 DANIEL, MARLON J. 855 2463 224 4536

992-68-9112 GROSVNER, STEFFAN N. 24446 -24446 30767-20160 999-68-0836
ANDERSON, JASON R. 9520 -6920 18224-14830

Total Students: 53

Field Selected: PARENTS\' TOTAL FROM WORKSHEET C

Original Initial Field Initial EFC

SSN Student Name Value Change EFC Change

\-\-\-\-\-\-\-\-\-\--
\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--
\-\-\-\-\-\-- \-\-\-\-\-\-- \-\-\-\-\-\-- \-\-\--

901-66-5531 DEARTH, MATTHEW J. 3000 -2000 2084 1688

901-72-6926 HALL, TIMOTHY T. 0 1500 938 4766

901-74-4985 PACHA, JUSTINE N. 0 634 3842 739

902-74-5834 PERDUE, STEPHEN J. 0 2500 2775 2958

902-84-0191 DEARTH, EASTON T. 0 1500 829 749

903-64-3614 WINTERS, ROBERT R. 0 2404 2298 478

903-72-7888 MCFARLANE, SHANNON L. 1500 2149 1773

903-72-8308 SMITH, TONI M. 10660 -5460 1033 753

904-86-9581 STOCKMAN, ERIC M. 0 1500 7743 -1080

905-60-4475 YEGGY, DONAVON C. 2500 -1500 11813 776

905-84-0407 NUTTER, JOSE L. 0 1500 3402 -1252

909-70-2782 SORRELL, MATTHEW I. 1000 -501 1166 -419

912-05-9455 NUTTER, JESSICA M. 3000 -1901 2526 1745

925-64-9272 ANDERSON, RYAN G. 0 1500 9694 -4627

925-80-1811 BOWMAN, ELISANDRA R. 1500 -1418 9019 1806

929-64-9203 TJADEN, KEVIN F. 1500 3457 516

932-64-1515 KOEHLER, JOSEPH B. 0 478 23937 -3383

933-64-4824 PACHA, JOSHUA P. 0 600 24231-20879

939-56-7405 SORRELL, NICHOLAS D. 0 1000 690 952

943-74-3706 KOEHLER, OLVIN 0 2535 -2535

946-76-6180 BALLARD, KEVIN G. 0 1138 5914 -5914

951-68-5600 EAST, MATTHEW V. 1000 500 8979 4106

962-90-1093 HALVERSON, KYNDRA M. 2100 0 142

965-74-6808 PACHA, MICHAEL R. 1000 500 13933 2207

966-72-7026 TUCKER, SHANE T. 78 -78 10324 -7094

972-94-6141 BONTRAGER, AARON J. 0 1212 5873 -279

974-66-4795 HAWKS, DAVID J. 0 1500 12799 -2671

987-88-8081 ZACH, MARO K. 500 -500 6567 502

992-76-6447 WELDON-PETERS, ROBERT B. 0 754 2365 -461

994-66-9145 ANDERSON, BRANDON L. 1500 -565 50450-37112

Total Students: 30

**Scenario 2**

**Verification Outcome Impact**

Pat Bryan University currently doesn't provide additional guidance on
Worksheet A, B, or C. The university may want to consider the following
options:

-   Run the Transaction Comparison Report on all students who had a
    change in Worksheet A, B, or C; the report will provide a snapshot
    for each student who had a change in this ISIR field. This
    information could be used to counsel students. A report will be
    generated for each student, which could be sent to the student as
    part of the renewal application. A letter could accompany the
    student report to help the student complete the ISIR for the
    following year.

-   Design a worksheet that provides a W-2 form and circle the areas
    that contain information that the ISIR requires be reported as
    untaxed income. Indicate the line on the ISIR where this income
    should be reported.

A school could pull a random sample of all students who made changes to
Worksheet A, B, or C and review each record to determine whether a
pattern of misreporting exists. A school could then revise its consumer
information to address the issues identified.

Refer to the instructions on the next page for running this report. The
report is also included on page 34.

**Transaction Comparison Report**

This report allows you to review individual cases for evaluating the
applicability of any generalized patterns to individual students. It
also provides a side-by-side comparison of initial and paid on values of
selected ISIR data elements for each applicant who meets user-defined
selection criteria.

+---------------+------------------------------------------------------+
| ## Step       | **Action**                                           |
+---------------+------------------------------------------------------+
| **1**         | With the **Print** dialog box displayed, click the   |
|               | **down arrow** for the **Report** field. Reports     |
|               | available in the system are listed.                  |
+---------------+------------------------------------------------------+
| **2**         | Select **Transaction Comparison.**                   |
+---------------+------------------------------------------------------+
| **3**         | Make sure that **Single** (to the right of the       |
|               | Report field) is selected and that **Screen** is     |
|               | selected as the Report File Destination.             |
+---------------+------------------------------------------------------+
| **4**         | Enter **SSN of student you would like to analyze.**  |
+---------------+------------------------------------------------------+
| **5**         | For this activity the Field Order remains at         |
|               | **Sequence Number.**                                 |
+---------------+------------------------------------------------------+
| **6**         | Click the **down arrow** for the **Selected Fields   |
|               | Code** and select **VERDEP.** With this option, ISIR |
|               | fields for dependent students will be displayed.     |
|               | **Click OK.**                                        |
+---------------+------------------------------------------------------+
| **7**         | Click the **down arrow** for the **Discrepancy       |
|               | Field** and select **PARENTS' TOTAL FROM WORKSHEET   |
|               | B.** **Click OK.**                                   |
+---------------+------------------------------------------------------+
| **8**         | Click the **Changed Fields Only?** to display only   |
|               | fields that have been changed.                       |
+---------------+------------------------------------------------------+
| **9**         | Click **OK.**                                        |
+---------------+------------------------------------------------------+

![](media/image7.png){width="4.875in" height="3.6666666666666665in"}

Report Date: 10/23/2002 U.S. DEPARTMENT OF EDUCATION PAGE: 1

Report Time: 13:35:41 QUALITY ANALYSIS TOOL - 2002-2003

Transaction Comparison Reported

ALL RECORDS SORT:

THIS DOCUMENT CONTAINS SENSITIVE INFORMATION PROTECTED BY THE PRIVACY
ACT

\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*\*

OPEID#: 00000001 School Name: Pat Bryan University

\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

Original SSN: 901-68-9142 Current SSN: 901-68-9142

Student Name: WINTERS, CIARA L.

Initial School Verification Flag: No

Initial Paid On

\-\-\-\-\-\-\-\-\-- \-\-\-\-\-\-\--

Source of Correction \<blank\> School

Source of values EDExpress EDExpress

Transaction Number 01 02

CPS Verification Flag Y Y

Dependency Status D D

EFC 1407 2364

Last Modified By: SYSADMIN 09/18/2002 11:18:50

\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

Initial Paid On

Transaction Transaction

Field(s) Selected Value Value Change

\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-- \-\-\-\-\-\-\-\-\-\-\-\--
\-\-\-\-\-\-\-\-\-\-\-\-- \-\-\-\-\-\-\-\-\-\-\-\--
\-\-\-\-\-\-\-\-\-\-\-\--

PARENTS' ADJUSTED GROSS INCOME \$ 26,162 \$ 25,126 \$ -1,036

PARENT'S U.S. INCOME TAX PAID \$ 6,541 \$ 1,699 \$ -4,842

PARENTS' TOTAL FROM WORKSHEET A \$ 950 \$ 345 \$ -605

PARENTS' TOTAL FROM WORKSHEET B \$ 4,500 \$ 5,531 \$ 1,031

STUDENT'S TAX RETURN FILED? 2 1 Y

STUDENT'S ADJUSTED GROSS INCOME \$ 1,688 \$ 1,723 \$ 35

STUDENT'S U.S. INCOME TAX PAID \$ 422 \$ 0 \$ -422

A school could pull a random sample of all students who made changes to
Worksheet A, B, or C and review each record to determine whether a
pattern of misreporting exists. A school could then revise its consumer
information to address the issues identified.

###### A Possible Letter 

Dear XXXX:

When reviewing your file for the XX award year, we noted that changes
were required to your ISIR. In particular, we noted there were changes
to Worksheet A, B, or C. To help you complete your ISIR for the upcoming
year, we have enclosed a synopsis of what you reported for this year. We
hope that this will help you complete your ISIR for the XX award year.
Some areas to which you may want to pay particular attention follow:

-   We have found that reporting untaxed income on the ISIR can be a
    challenge. To assist you in this process, we have enclosed a copy of
    a W-2 and circled the items that you must report as untaxed income.
    To ensure that you don't miss any item(s) required for reporting, we
    also recommend that you review the worksheets included with the
    ISIR, paying particular attention to Worksheet B.

-   If you are a returning student and earned Federal Work-Study, you
    need to be sure to report your calendar-year earnings on the
    worksheet. You can obtain this information from your W-2 or from the
    payroll office at the school. To ensure you don't miss any item(s)
    required for reporting, we also recommend that you review the
    worksheets included with the ISIR, paying particular attention to
    Worksheet C.

-   To ensure that you record the correct tax credits, such as Earned
    Income Credit and other child tax credits, as well as any welfare
    benefits or social security benefits that were not taxed (such as
    SSI), please refer to Worksheet A on the ISIR.

Should you have additional questions regarding the completion of your
ISIR, do not hesitate to either call or schedule an appointment.

Sincerely,

Assistant Director

Questions We've Asked...\
and Answered!

1.  How many ISIRs do I need to load into the ISIR Analysis Tool?

2.  How do I know who and what to include/exclude when evaluating the
    reports from the ISIR Analysis Tool?

3.  What help is available to me?

Summary

-   Increased accuracy in determining student need.

-   The ISIR Analysis Tool will focus financial aid processes where they
    are needed most.

    -   *Majority of students will not be needlessly bothered for
        additional financial information*.

-   Education, service, and outreach activities will increase as we
    build analytical information about students and their patterns of
    reporting financial information.

Enhancements for 2003-2004 ISIR Analysis Tool

-   **Inclusion of Verification Priority Codes**

    -   A summary section will be added to the List-Verification Flags
        by Student report to give totals of the various priority flags

    -   Helps prioritize CPS edits by tracking flag

    -   A filter will be added to the print dialog box to turn off the
        detail of this report and just produce summary numbers

    -   A predefined query will be added for Verification Tracking Flag

Coming in 2004-2005: The ISIR Analysis Tool will become a web-based
product. Schools will be able to import records that are housed in a
data mart.

-   -   

Resources

**:**

-   http://qaprogram.air.org or
    [**http://fsa4schools.ed.gov/**](http://fsa4schools.ed.gov/)

1.  Web Videos

2.  Activity Guides 1, 2 and 3

3.  ISIR Guidance

4.  The Guide to Attain, Sustain and Advance Quality

5.  fsadownload.ed.gov

Questions/Comments?

![](media/image8.wmf){width="1.5951388888888889in" height="3.0in"}We
appreciate your feedback and comments. We can be reached:

Regional Contacts:

Holly Langer-Evans

Regions 1, 2, 5

Phone: 617-223-9603

Email: <Holly.Langer-Evans@ed.gov>

Francine Reeves

Regions 3, 4, 6, 7

Phone 404-562-6289

Email: <Francine.Reeves@ed.gov>

Michael Cagle

Regions 8, 9, 10

Phone: 206-615-2586

Email: <Michael.Cagle@ed.gov>

Appendix A

*2003-2004 ISIR Analysis Tool Reports*

The reports you can generate in the ISIR Analysis Tool help you analyze
your student population. To begin your analysis, first print the Changes
to ISIR Fields Report using the ALL Selected Fields Code. ALL is a
predefined code that is shipped with the software. It selects all ISIR
fields so you can see which fields have the most changes overall. With
that information, you can then focus your analysis on those fields and
identify the trends in your population.

The following reports are available:

**Changes to ISIR Fields.** This report lists fields that affect the EFC
and displays the number of corrections made to those fields with a
corresponding percentage of the total number of corrections. It also
shows the number of records for which the EFC increased, decreased, or
remained unchanged as a result of a change to any of the selected
fields, as well as the corresponding percentages for each changed field.

**Changes to ISIR Fields and Pell Eligibility.** This report prints the
corrected records in an initial EFC range for a selected sample.

**Custom Report.** Custom reports are reports that you design for your
needs, using fields that you select.

**ISIR Changes by Field Increment.** This report shows the number of
corrections made to the selected field for a specific increment and the
corresponding percentage of the number of corrections for that field. It
also shows the number of times the EFC increased, decreased, or remained
unchanged due to a change to the field, as well as the corresponding
percentages for the field.

**ISIR Changes by Field Increment and Pell Eligibility.** This report
shows counts and percentages for Pell eligible corrected records. It
also shows the scheduled Pell award data that was calculated and stored
during the data validation process.

**List-EFC Change by Student.** This report shows differences between
the Initial value and the Paid on value of the field selected for a
sample of students. It also shows the Initial and Paid On EFC values and
the difference between them.

**List --Verification Flags by Student.** This report shows the values
for CPS verification flags (Initial and Paid On) and school verification
flags (Initial and Paid On) for a selected list of students. These
values show students who became Pell eligible and ineligible and
students whose EFC changed and whose EFC remained unchanged.
Verification Tracking Flag values are included on the report. **New for
2003-2004! You can selected the Totals only? Option to print only the
summary section for this report.**

**List -- Verification Selection Criteria by Student.** This report
shows a list of students to whom verification edit profiles apply, along
with the codes and descriptions of those profiles. More than one profile
can apply to a student.

**List -- Verification Selection Criteria by Code.** This report shows a
list of verification edit profiles and each student to who the profiles
apply. More than one profile can apply to a student.

**Query Management.** The Query Management report is a list of both the
queries you have created and the predefined queries provided with the
ISIR Analysis Tool software.

**Record Layout -- Export Full.** This option prints a record layout for
full data export.

**Record Layout -- Export UD.** This option prints a record layout for
the User Database.

**Record Layout -- Import User Data.** This option prints a record
layout for user-defined data files that you import. It provides
specifications for field length, field description, start position, and
end position.

**System Setup.** You can print the System setup information including
System and File Management information.

**Transaction Comparison.** This report shows the demographic data and
transaction comparison data for a student or a group of students.

**User Database.** This report provides the field names and values
entered in the user database for each student, listed by SSN.

**Verification Edit Profile Setup.** This report provides verification
edit profile setup information. You can print one or all of the
verification edit profiles at a time. To print all profiles, leave the
Verification Edit Profile Code field blank in the Print dialog box.