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pdfRequest for Non-Substantive Change to the
School District Review Program (SDRP)
OMB Control No. 0607-0987
U.S. Department of Commerce
U.S. Census Bureau
Purpose
The U.S. Census Bureau, sponsored by the U.S. Department of Education’s National Center for
Education Statistics, conducts the School District Review Program (SDRP) annually. The SDRP
gives state officials the opportunity to update and review the Census Bureau’s school district
information. States can provide updates and corrections to the Census Bureau’s database of
Federal School District Local Education Agency (SDLEA) ID numbers, school district names,
school district boundaries, levels, and grade ranges.
Maintaining accurate school district boundaries through annual SDRP updates is vital to estimate
the number of children aged 5 through 17 in families in poverty in each school district. The U.S.
Department of Education allocates Title I funding annually based primarily on the estimates
produced by the Census Bureau.
This non-substantive change request is to:
1) Update and add the SDRP annotation phase materials from the currently approved
Office of Management and Budget (OMB) collection, as described below.
2) Modify the date of the SDRP annotation phase mail out from August 2018 to
September 2018 as previously published in the 60-day Federal Register.
Background
The current SDRP OMB collection was approved on July 16, 2018 with an expiration date of
July 31, 2021. The Census Bureau has changes to the School District Review Program (SDRP)
Quick Start Respondent Guide: 2019, the School District Review Program Respondent Guide,
and the Submission Log. These materials are part of the 2019 SDRP annotation phase process,
where respondents submit updates to the Census Bureau. The materials are included in the SDRP
annotation phase packet that is mailed out in September 2018.
This non-substantive change is a request to submit revised copies of the School District Review
Program (SDRP) Quick Start Respondent Guide: 2019, the School District Review Program
Respondent Guide, and the Submission Log.
The School District Review Program (SDRP) Quick Start Respondent Guide: 2019
changes include verbiage updates, including updates to the 2019 schedule.
The School District Review Program Respondent Guide includes the full document.
Previously, only the table of contents for the guide was submitted.
The Submission Log changes are verbiage updates. All references to Local Education
Agency (LEA) were replaced with Federal School District Local Education Agency
(SDLEA).
The finalized informational guides do not change the content or objective of the SDRP. The
changes were necessary to reflect the most current SDRP information.
Burden
The burden of the 2019 SDRP is unchanged by this update.
Attachments
SDRP Materials
Changes as part of
this NSC.
Description
Informational Guides
Verbiage updates; year
updates to the 2019
schedule.
School District Review Program (SDRP) Quick Start Respondent
Guide: 2019, which is included in each annotation phase package.
Verbiage updates;
content and version
updates to Geographic
Update Partnership
Software (GUPS)
instructions;
formatting and
template updates;
image updates.
School District Review Program Respondent Guide, which is
included in each annotation phase package.
Documents
Verbiage updates;
LEA replaced with
SDLEA.
Submission Log, which is included in each annotation phase
package.
School District Review Program (SDRP) Quick Start Respondent Guide: 2019
Initial Steps
Confirm that contents from the U.S. Census Bureau (Census Bureau) SDRP packet include:
1) Invitation Letter.
2) Quick Start Guide.
3) Disc One – Geographic Update Partnership Software (GUPS).
4) Disc Two – SDRP Respondent Guide, SDRP Quick Start Guide, Shapefiles, Submission Log, and
Listings.
Review the SDRP Respondent Guide before beginning any school district boundary work.
Gather information on any changes to a state’s school district boundaries effective on or before January 1, 2019.
Coordinate with school districts, state education officials, county planners, or state data centers to ensure school district
boundaries are the most up-to-date.
Review the Census Bureau’s TIGERweb Map Viewer, which displays school district boundary data, as of January 1, 2018, and
is accessible at: https://tigerweb.geo.census.gov/tigerweb/.
School District Boundary Review
1) Determine which counties have updates to their school district boundaries.
2) Compare the Census Bureau’s representation of the school district’s boundary with the local representation of the school
district’s boundary.
3) If there are no updates, please notify the Census Bureau’s SDRP team after receiving the SDRP packet. Otherwise, determine
which updates will be reported using the Submission Log or the GUPS.
Types of School District Boundary Updates
1) There are ten types of school district updates accepted through the SDRP. The table below lists the types of accepted updates;
the recommended submission method; and where to find examples of each in the SDRP Respondent Guide.
Update Type
Submission Type
Reference
Boundary Change
GUPS
Page 38
Complex Consolidation
GUPS
Page 45
Complex Dissolution
GUPS
Page 51
Grade Range Change
Submission Log
Page 19
Level Change
Submission Log
Page 21
Name Change
Submission Log
Page 19
New School District
GUPS
Page 55
Pseudo School District
Call Census Bureau
Page B-1
Simple Consolidation
Submission Log
Page 20
Simple Dissolution
Submission Log
Page 21
2) Below are detailed explanations for the types of updates that can be found in the SDRP:
Boundary Change refers to the condition where a school district adds or removes area from the same school district level
or across school district levels.
Complex Consolidation occurs when two or more school districts merge to create a new school district with a new name
and new Federal School District Local Education Agency (SDLEA) ID number, along with additional boundary changes.
Therefore, if the mapping coordinator delineates a complex consolidation, the Census Bureau expects accompanying
boundary changes for the new school district.
Complex Dissolution refers to the situation where a single school district dissolves its area between two or more existing
school districts, with or without additional boundary changes. Complex dissolutions do not create new school districts, and
the names and SDLEA ID numbers of the receiving school districts remain unchanged.
Grade Range Change occurs when a school district changes the grades it covers; for example, changing from covering 9-12
to 7-12.
Level Change occurs when a school district changes classification; for example, changing from elementary to unified.
Name Change is when a school district changes its name; for example, changing from Oak Union Unified School District to
Oak Union School District.
New School Districts are created by transferring area from one or more existing school districts to form a completely new
school district.
Pseudo School District refers to the condition where one school district pays for the educational services for a set of
grades in a different geographic area than its own.
Simple Consolidation occurs where two or more school districts merge to create a new school district with a new name
and new SDLEA ID number, with no additional boundary changes.
Simple Dissolution refers to the situation where one or more existing school districts are entirely absorbed by one other
existing school district. Simple dissolutions retain the name and SDLEA ID number of the receiving school district, and do
not create a new school district.
How to Submit
The method used to report changes will depend on the type of changes being reported.
1) Submission Log
a. The submission log is a Microsoft Excel file used to report non-spatial and simple school district changes, and it is
located in the SDRP packet on Disc Two in the “SDRP_Respondent_Guides_Listings" folder and on the website found
here www.census.gov/programs-surveys/sdrp.html.
b. Validate that attribution for all mandatory fields is accurate and complete.
c. Zip the submission log file before uploading to the Census Bureau through the Secure Web Incoming Module (SWIM).
d. For more information, see chapter 3 in the SDRP Respondent Guide.
2) Geographic Update Partnership Software (GUPS)
a. The GUPS is a Census-customized Geographic Information System, and it is located on Disc One or via download from
the SDRP website located here www.census.gov/programs-surveys/sdrp.html.
b. Use the GUPS to view and update school district geographies.
c. Complete all school district updates by county and check the work before exporting and submitting the file to the
Census Bureau.
d. For more information, see chapter 4 of the SDRP Respondent Guide.
File Naming Conventions and Submission Prep
Name all return files using the file naming conventions outlined in the SDRP Respondent Guide.
o For the Submission Log – please ensure the zipped log file is named Submission_Log.zip.
o GUPS automatically labels the files during file export.
Return Updates Using the Census Bureau’s SWIM
The Secure Web Incoming Module (SWIM) is the official web portal for submitting all SDRP response documentation and
updates to the Census Bureau’s Geography Division.
Detailed instructions for uploading SDRP response materials are on page 107 in the SDRP Respondent Guide.
SDRP Schedule and Deadlines
September 2018– Mail out and review of SDRP packet to designated state school district mapping coordinators.
October 2018 – Census Bureau will provide SDRP Webinar to state school district mapping coordinators.
December 2018 – Deadline for submitting school district changes during annotation phase.
March 2019 – Review of verification phase materials by designated state school district mapping coordinators.
December 2019 – Release of preliminary poverty estimates based on the updated school district geographic framework.
Contact Information
For questions, please contact the Census Bureau:
E-mail: geo.school@census.gov
Phone: 301-763-1099
SDRP Web site: www.census.gov/programs-surveys/sdrp.html
School District Review Program
Respondent Guide
Instructions for Using the Submission Log and the Geographic Update Partnership Software (GUPS)
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U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide: GUPS Instructions
TABLE OF CONTENTS
Table of Contents ..................................................................................................................... i
List of Tables............................................................................................................................. i
Introduction ........................................................................................................................... vi
A.
School District Review Program ......................................................................................................................... vi
B.
Mapping Coordinator Responsibilities ............................................................................................................... vi
C.
Types of School District Boundary Updates ...................................................................................................... vii
D.
Guidance for Boundary Changes ...................................................................................................................... xv
Part 1: School District Review Program (SDRP)....................................................................... 1
CHAPTER 1:
Overview ........................................................................................................ 1
1.1
SDRP Timetable ...................................................................................................................................................1
1.2
GUPS Application and Shapefiles ........................................................................................................................1
1.3
SDRP and GUPS Help ...........................................................................................................................................1
1.4
SDRP Annotation Phase Materials ......................................................................................................................1
1.5
Description and Use of Listing Files Provided .....................................................................................................1
1.5.1
1.6
Listings...............................................................................................................................................................2
Inventory and Grade Range File (All States) .......................................................................................................2
1.6.1
Grade Ranges ....................................................................................................................................................2
1.6.2
Official School District Names ...........................................................................................................................3
1.6.3
How Do I Submit Inventory and Grade Range Changes? ..................................................................................3
1.6.4
County Coverage File (All States) ......................................................................................................................3
1.6.5
School District to Geography (SD/GEO) Relationship File (Limited States) .......................................................4
1.6.6
Legal Entity Coextensive File (Limited States) ...................................................................................................4
1.6.7
How Do I Make Corrections to the “County Coverage,” “Relationship” and/or “Legal Entity Coextensive”
Files? .................................................................................................................................................................5
Part 2: How to Use TIGERweb ................................................................................................ 6
CHAPTER 2:
TIGERweb Map Viewer for the SDRP .............................................................. 6
2.1
Getting Started with TIGERweb ..........................................................................................................................7
2.2
Available Map Layers ..........................................................................................................................................8
2.3
Selecting a Map Layer .........................................................................................................................................8
2.4
TIGERweb Tools and Functions ...........................................................................................................................9
2.4.1
Move Around/Zoom In/Zoom Out of Map Display ...........................................................................................9
2.4.2
TIGERweb Symbology .....................................................................................................................................10
2.4.3
Locating a School District ................................................................................................................................10
2.4.4
Identify Tool ....................................................................................................................................................16
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide: GUPS Instructions
Page i
2.4.5
Changing Transparency ...................................................................................................................................17
2.4.6
Map Background .............................................................................................................................................17
2.4.7
Reviewing and Reporting School District Boundaries .....................................................................................18
2.4.8
Printing and Saving a Map ..............................................................................................................................18
Part 3: How to Use the Submission Log ................................................................................ 19
CHAPTER 3:
SDRP Submission Log ................................................................................... 19
3.1
Purpose .............................................................................................................................................................19
3.2
School District Name Change ............................................................................................................................19
3.3
Grade Range Change.........................................................................................................................................19
3.4
Federal School District Local Education Agency (SDLEA) Identification (ID) Number Change ..........................20
3.5
Simple Consolidation (School District with New Name and New SDLEA ID Number) ......................................20
3.6
Simple Dissolution (into Existing District) .........................................................................................................21
3.7
Level Change .....................................................................................................................................................21
Part 4: How to Use the Geographic Update Partnership Software (GUPS) ............................ 22
CHAPTER 4:
Getting Started ............................................................................................. 22
4.1
GUPS Hardware and System Requirements .....................................................................................................22
4.2
How to Install GUPS ..........................................................................................................................................23
CHAPTER 5:
GUPS Basics .................................................................................................. 27
5.1
Using the GUPS (GUPS Basics and Map Management) ....................................................................................27
5.2
How to Start a New Project from the Census Bureau Website ........................................................................27
5.3
Making SDRP Updates in the GUPS...................................................................................................................34
5.4
Adding a Linear Feature ....................................................................................................................................34
5.5
Deleting a Linear Feature ..................................................................................................................................35
5.6
Making Boundary Changes Using Whole Faces ................................................................................................38
5.7
Making Boundary Changes from Adjacent Counties ........................................................................................42
5.8
Complex Consolidation .....................................................................................................................................45
5.9
Complex Dissolution .........................................................................................................................................51
5.10 Forming a New District .....................................................................................................................................55
5.11 How to Use the GUPS Interface ........................................................................................................................58
5.11.1 The GUPS Main Page .......................................................................................................................................58
5.11.2 Table of Contents and Map View ....................................................................................................................60
5.11.2.1
Managing the Map View from Within the Table of Contents....................................................................60
5.11.2.2
Manage Layer Visibility ..............................................................................................................................61
5.11.2.3
Reorder Data Layers ..................................................................................................................................61
5.11.2.4
Expand/Contract Table of Contents Menus ..............................................................................................61
5.11.2.5
Set Layer Symbology ..................................................................................................................................61
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide: GUPS Instructions
Page ii
5.11.2.6
Change Default Labeling ............................................................................................................................64
5.11.2.7
Using the Table of Contents Toolbar to Manage Layers ............................................................................65
5.12 Menu & Toolbar ................................................................................................................................................67
5.12.1 Menu Tabs.......................................................................................................................................................67
5.12.1.1
Adjusting Snapping Tolerances ..................................................................................................................69
5.12.1.2
Standard Toolbar Buttons ..........................................................................................................................70
5.12.1.3
Identify a Feature Using the Identify Features Button ..............................................................................72
5.12.1.4
Using the Select Features and Deselect Features Buttons ........................................................................73
5.12.1.5
Select by Geography ..................................................................................................................................75
5.12.1.6
Determine Distance, Area, and Angles on the Map ..................................................................................79
5.12.1.7
Save Locations on a Map Using the Bookmark Button ..............................................................................80
5.12.2 SDRP Toolbar Buttons .....................................................................................................................................81
5.12.3 Status Bar ........................................................................................................................................................82
5.13 How to Import User-Provided Data into GUPS .................................................................................................82
5.13.1 The Add Data Toolbar .....................................................................................................................................82
5.13.2 How to Upload User-Provided Data Layers.....................................................................................................83
5.13.3 Changing Working Directory and Cleaning GUPS Data ...................................................................................84
5.13.4 Changing the Working Directory .....................................................................................................................84
5.13.5 Cleaning GUPS Data ........................................................................................................................................86
5.13.5.1
Cleaning by Project ....................................................................................................................................86
5.13.5.2
Cleaning by Program ..................................................................................................................................87
5.13.5.3
Cleaning All GUPS Data ..............................................................................................................................87
5.13.6 Modify Area Feature Tool ...............................................................................................................................88
5.14 How to Import a Shared ZIP Shapefile ..............................................................................................................89
5.15 How to Use the GUPS Review and Validation Tools .........................................................................................90
5.15.1 Using the SDRP Criteria Review Tool...............................................................................................................90
5.15.1.1
Grade Range Overlap Error ........................................................................................................................91
5.15.1.2
Grade Range Coverage Gap Error - Incorrect Attributes ...........................................................................93
5.15.1.3
Grade Range Coverage Gap Error - Missing School District Geography Coverage ....................................94
5.15.1.4
Partially Dissolved School District Error .....................................................................................................94
5.15.1.5
Informational Warning - School District Has Less Than 10 Faces ..............................................................95
5.15.1.6
Non-contiguous Entities ............................................................................................................................96
5.15.1.7
Multiple Secondary School District (SCSD) to Single Elementary School District (ELSD) ...........................97
5.15.1.8
Show All Ignored Informational Warnings .................................................................................................98
5.15.2 Geography Review Tool ..................................................................................................................................98
5.15.3 Review Change Polygons Tool.......................................................................................................................101
5.16 How to Export Zip Files to Share and Submit..................................................................................................102
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide: GUPS Instructions
Page iii
5.16.1 How to Export a File to Share with Another Participant ...............................................................................103
5.16.2 How to Export a File for Submission to the Census Bureau ..........................................................................104
Part 5: Submitting Files to the Census Bureau through The Secure WeB Incoming Module
(SWIM) ................................................................................................................... 106
CHAPTER 6:
How to Transmit Files Using SWIM ............................................................. 106
Appendices .......................................................................................................................... 110
Appendix A.
Data Dictionary and Record Layout for Listings ........................................... A-1
A.1
Listings Data Dictionary/Record Layout .......................................................................................................... A-1
A.2
Data Dictionary for the School District Inventory and Grade Range File ........................................................ A-1
A.3
Record Layout for the School District Inventory and Grade Range File .......................................................... A-1
A.4
Data Dictionary for the County Coverage File ................................................................................................ A-2
A.5
Record Layout for the County Coverage File .................................................................................................. A-2
A.6
Data Dictionary for the Coextensive Coverage File ........................................................................................ A-2
A.7
Record Layout for the Coextensive Coverage File .......................................................................................... A-3
A.8
Data Dictionary for the School District to Geography Relationship File ......................................................... A-3
A.9
Record Layout for the School District to Geography Relationship File ........................................................... A-4
Appendix B.
Appendix for Pseudo School Districts .......................................................... B-1
Appendix C.
MAF/TIGER Feature Classification Code (MTFCC) Descriptions .................... C-1
Appendix D.
Standard Street Type Abbreviations ............................................................ D-1
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide: GUPS Instructions
Page iv
LIST OF TABLES
Table 1: School District Boundary Change Types ......................................................................... viii
Table 2: GUPS Hardware and Software Requirements ................................................................ 22
Table 3: How to Install the GUPS Application ............................................................................... 23
Table 4: Open GUPS and Start a New Project............................................................................... 27
Table 5: Adding a Linear Feature .................................................................................................. 34
Table 6: Deleting a Linear Feature One Segment at a Time ......................................................... 35
Table 7: Deleting Multiple Segments or Features ........................................................................ 37
Table 8: Boundary Change Using Whole Faces............................................................................. 38
Table 9: Making Boundary Changes from Adjacent Counties ...................................................... 42
Table 10: Performing a Complex Consolidation ........................................................................... 46
Table 11: Performing a Complex Dissolution................................................................................ 51
Table 12: Forming a New District Action ...................................................................................... 55
Table 13: GUPS Main Page Elements ............................................................................................ 59
Table 14: Reset Layer Symbology ................................................................................................. 62
Table 15: Change Default Labeling ............................................................................................... 64
Table 16: Table of Contents Toolbar Buttons ............................................................................... 66
Table 17: Menu Toolbar Tabs and Their Functions ...................................................................... 67
Table 18: Adjust Snapping Tolerances .......................................................................................... 69
Table 19: Standard Toolbar Buttons ............................................................................................. 71
Table 20: Identify a Feature on the Map ...................................................................................... 72
Table 21: Select/Deselect Features on the Map ........................................................................... 73
Table 22. Making Changes to School Districts Based on Existing Census Geography .................. 76
Table 23: Measure Distances, Area, and Angles on a Map .......................................................... 79
Table 24: Bookmark Locations on a Map...................................................................................... 80
Table 25: SDRP Toolbar Buttons ................................................................................................... 81
Table 26: Status Bar Elements ...................................................................................................... 82
Table 27: Add Data Toolbar Buttons............................................................................................. 82
Table 28: Load Shapefiles / Geodatabase Layers ......................................................................... 83
Table 29: Load Data from a Web Mapping Service ...................................................................... 84
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide: GUPS Instructions
Page i
Table 30: Add Imagery Files .......................................................................................................... 84
Table 31: Cleaning GUPS Data ...................................................................................................... 85
Table 32: Options and Icons for the Modify Area Feature Tool ................................................... 88
Table 33: Import a ZIP File Shared by Another User..................................................................... 89
Table 34: SDRP Criteria Review Tool Error and Warning Messages ............................................. 90
Table 35: SDRP Criteria Review Tool ............................................................................................. 90
Table 36: Grade Range Overlap Error ........................................................................................... 91
Table 37: Using the Geography Review Tool ................................................................................ 99
Table 38. Review Change Polygon Tool ...................................................................................... 101
Table 39: Exporting a File to Share with Another Participant .................................................... 103
Table 40. Exporting a File for Submission to the Census Bureau ............................................... 104
Table 41: Export Files for Submission to the Census Bureau ..................................................... 106
Table 42: Data Dictionary for the School District Inventory and Grade Range File .................... A-1
Table 43: Record Layout for the School District Inventory and Grade Range File ...................... A-1
Table 44: Data Dictionary for the County Coverage File ............................................................. A-2
Table 45: Record Layout for the County Coverage File ............................................................... A-2
Table 46: Data Dictionary for the Coextensive File ..................................................................... A-3
Table 47: Record Layout for the Coextensive Coverage File ....................................................... A-3
Table 48: Data Dictionary for the School District to Geography Relationship File ...................... A-4
Table 49: Record Layout for the School District to Geography Relationship File........................ A-4
Table 50: Pseudo School Districts ................................................................................................ B-2
Table 51: MAF/TIGER Feature Classification Code ...................................................................... C-1
Table 52: Standard Street Type Abbreviations ............................................................................D-1
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide: GUPS Instructions
Page ii
LIST OF FIGURES
Figure 1. Boundary Change Example—Update Using GUPS........................................................... ix
Figure 2. Complex Consolidation Example—Update Using GUPS ...................................................x
Figure 3. Complex Dissolution Example—Update using GUPS ....................................................... xi
Figure 4. New School District Example—Update using GUPS ....................................................... xii
Figure 5. Simple Consolidation Example—Update Using the Submission Log ............................. xiii
Figure 6. Simple Dissolution Example—Update Using the Submission Log ................................. xiv
Figure 7. TIGERweb Application List from the TIGERweb Tab ........................................................ 7
Figure 8. TIGERweb Layout ............................................................................................................. 8
Figure 9. TIGERweb Vintage Dropdown Menus Used for Reviewing School District Boundaries .. 9
Figure 10. TIGERweb Map Scale Zoom ......................................................................................... 10
Figure 11. TIGERweb Map Scales Shown in the Application for Reviewing School District
Boundaries .................................................................................................................. 10
Figure 12. TIGERweb Legend ........................................................................................................ 10
Figure 13. Check-Boxed Map Layers Are Selected for Display ..................................................... 10
Figure 14. TIGERweb Query Window............................................................................................ 11
Figure 15. Using Query Tool to Locate a School District by its Unique GEOID ............................. 12
Figure 16. Using Query Tool to Locate a School District by its Unique GEOID ............................. 12
Figure 17. Query Found West Prairie Community Unit School District ........................................ 13
Figure 18. TIGERweb Info Panel .................................................................................................... 13
Figure 19. Query Result West Prairie Community Unit School District ........................................ 14
Figure 20. Query by Name Results................................................................................................ 14
Figure 21. Query by Name ............................................................................................................ 14
Figure 22. Bridgeport School District in Connecticut.................................................................... 15
Figure 23. Sweetwater Incorporated Place Located Using its GEOID .......................................... 16
Figure 24. Identify Results and Attribute Information is Displayed ............................................. 17
Figure 25. Transparency Slider for TIGERweb .............................................................................. 17
Figure 26. Satellite Icon................................................................................................................. 17
Figure 27. Print screen in TIGERweb ............................................................................................. 18
Figure 28. School District Name Change Example ........................................................................ 19
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide: GUPS Instructions
Page iii
Figure 29. School District Grade Range Change ........................................................................... 20
Figure 30. SDLEA ID Number Change............................................................................................ 20
Figure 31. School District Simple Consolidation ........................................................................... 21
Figure 32. School District Simple Dissolution ............................................................................... 21
Figure 33. GUPS Main Page Layout ............................................................................................... 58
Figure 34. Closing the Table of Contents ...................................................................................... 60
Figure 35. Reopening the Table of Contents ................................................................................ 60
Figure 36. Turn on, or Show, a Layer in the Map View................................................................. 61
Figure 37. Turn off, or Hide, a Layer from Map View ................................................................... 61
Figure 38. Expanding the Edges/Layer Submenu ......................................................................... 61
Figure 39. Retracting the Layer Submenu .................................................................................... 61
Figure 40. Table of Contents Toolbar ........................................................................................... 65
Figure 41. Manage Layer Visibility Dropdown Menu ................................................................... 66
Figure 42. Visibility Presets Pop-up Window ................................................................................ 66
Figure 43. Menu, Standard Toolbar, and SDRP Toolbar ............................................................... 67
Figure 44. Standard Toolbar Buttons ............................................................................................ 70
Figure 45. SDRP Toolbar Buttons .................................................................................................. 81
Figure 46. Status Bar ..................................................................................................................... 82
Figure 47. Layer Dropdown Menu from the Standard Toolbar .................................................... 82
Figure 48. GUPS Data Settings Window........................................................................................ 86
Figure 49. Clean by Project Window ............................................................................................. 87
Figure 50. Clean by Program Window .......................................................................................... 87
Figure 51. Clean All GUPS Data Window ...................................................................................... 87
Figure 52. Modify Area Feature Tool ............................................................................................ 88
Figure 53. Three Grade Range Gap Error Attributes .................................................................... 93
Figure 54. Last Remaining Grade Range Error .............................................................................. 94
Figure 55. SDRP Criteria Review Dialog Box Showing a Partially Dissolved School District Error 95
Figure 56. Informational Warning Notification ............................................................................ 96
Figure 57: Boundary Change to Add Remaining Faces (Polygons) ............................................... 96
Figure 58: Informational Warning Resulting from Multiple Secondary School Districts Assigned
to a Single School District ............................................................................................................. 97
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide: GUPS Instructions
Page iv
Figure 59. Three Options to Resolve Potential Geographical Errors ............................................ 98
Figure 60: SDRP Criteria Review Information Only Check Box ..................................................... 98
Figure 61. Map of Pulaski County, Kentucky School District ....................................................... B-1
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide: GUPS Instructions
Page v
INTRODUCTION
This guide is divided into several parts. Part 1: School District Review Program (SDRP), Part 2:
How to Use TIGERweb, Part 3: How to Use the Submission Log, Part 4: How to Use the
Geographic Update Partnership Software (GUPS), and Part 5: Submitting Files to the Census
Bureau through The Secure WeB Incoming Module (SWIM).
A.
School District Review Program
The School District Review Program (SDRP) is a United States Department of Education National
Center for Education Statistics (NCES) sponsored program conducted annually by the United
States Census Bureau (Census Bureau). It is of vital importance for the state’s allocation under
Title I of the Elementary and Secondary Education Act (ESEA) as amended by Every Student
Succeeds Act of 2015, Public Law 114-95. The updated school district boundary information
submitted through this program, along with the 2010 Census population and income data and
current population estimates, are used in forming the Census Bureau’s estimates of the number
of children aged 5 through 17 in families in poverty for each school district. These estimates are
the basis of the Title I allocation for school districts in each state.
The SDRP consists of two phases—the Annotation Phase and the Verification Phase.
In the Annotation Phase, the Census Bureau provides mapping coordinators with current school
district boundaries and associated information for their state. The Annotation Phase materials
the mapping coordinator receives for the 2019 SDRP reflect the school district names, Federal
School District Local Education Agency (SDLEA) numbers, and boundaries updated during the
2017-2018 SDRP. Each state reviews their data and reports changes in the school district
boundaries or attributes to the Census Bureau.
The review encompasses only Type 1 and Type 2 school districts as defined by the NCES.
Type 1 is a local school district that is not a component of a supervisory union.
Type 2 is a local school district component of a supervisory union sharing a superintendent and
administrative services with other local school districts.
After the Census Bureau incorporates changes submitted through the Annotation Phase into
the Master Address File (MAF)/Topologically Integrated Geographic Encoding and Referencing
(TIGER) System, mapping coordinators will review these changes for accuracy and
completeness during the Verification Phase.
B.
Mapping Coordinator Responsibilities
The mapping coordinators are the primary liaisons between the Census Bureau and the local
school district officials. It is the responsibility of the mapping coordinator to initiate and
maintain contact throughout the program with local school district officials. The mapping
coordinator must ensure that reviews and submissions are completed within the time frame of
the SDRP.
When the mapping coordinator receives updates from local school district officials, they must
review them for accuracy and completeness before submitting them to the Census Bureau. This
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review includes all types of updates submitted: boundary changes, consolidations, dissolutions,
grade range updates, etc.
When a mapping coordinator receives a boundary update from a school district, it is their
responsibility to contact all the other school districts that would be affected by the boundary
update to ensure this change is valid and all affected parties agree to the change. It is also the
mapping coordinator’s responsibility to resolve any problems found in these submissions or
discrepancies between school district boundaries.
Note: The state mapping coordinator for Florida, Hawaii, Maryland, Nevada, West Virginia, or the
District of Columbia, may not have any changes to submit for the SDRP. School Districts in these
states are all unified and county-based. Unless the geographic relationship of school districts has
changed in the state or a school district’s name was changed, the mapping coordinator does not
have any changes to report for the 2019 SDRP. If the mapping coordinator has no changes to
report, notify the SDRP Team at geo.school@census.gov.
Once all of the information is correct and in the proper format, submit this information, by
county, to the Census Bureau to complete the Annotation Phase.
After the Census Bureau processes the Annotation Phase changes, the Census Bureau will
create new materials for review. This is the Verification Phase of the SDRP. The mapping
coordinator is responsible for reviewing and confirming these changes and notifying the Census
Bureau if there are any additional changes or corrections, or if the information is correct. The
Verification Phase is for reviewing changes submitted during the Annotation Phase and not for
submitting new changes.
C.
Types of School District Boundary Updates
There are ten types of school district updates within the SDRP (Table 1: School District
Boundary Change Types). The following pages contain a table and figures of specific examples
of the types of updates and how to report them to the Census Bureau.
Boundary Change (Figure 1) refers to the situation where a school district adds area from the
same school district level or across school district level.
Complex Consolidation (Figure 2) refers to the situation where two or more school districts
merge to create a NEW school district with a NEW name and NEW SDLEA number, along with
additional boundary changes. This type of consolidation also contains boundary changes that
modify the outer edge of the new school district. Therefore, if the mapping coordinator
delineates a complex consolidation, the Census Bureau will expect accompanying boundary
changes for the new school district (Table 5).
Complex Dissolution (Figure 3) refers to the situation where a single school district is dissolved
and its area is split between two or more other existing school districts, with or without
additional boundary changes. Again, a new school district is not created, and the names and
SDLEA numbers of the receiving school districts are retained.
Grade Range Change occurs when a school district changes the grades it covers; for example,
changing from covering 9-12 to 7-12.
Level Change occurs when a school district changes classification; for example, changing from
elementary to unified.
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Name Change is when a school district changes its name; for example, changing from Oak Union
Unified School District to Oak Union School District.
New School Districts (Figure 4) are created by transferring area from one or more existing
school districts to form a completely new school district.
Pseudo School District (Appendix B. ) refers to the situation where one school district pays for
the educational services for a set of grades in a different geographic area than its own.
Simple Consolidation (Figure 5) refers to the situation where two or more school districts merge
to create a NEW school district with a NEW name and NEW SDLEA number, with no additional
boundary changes. There is no change in the overall boundaries of the former school districts.
Simple Dissolution (Figure 6) refers to the situation where one or more existing school districts
are entirely absorbed by one other existing school district. A new school district is not created.
The name and SDLEA ID number of the receiving school district are retained.
Table 1: School District Boundary Change Types
Type of Change
Report Using
U.S. Census Bureau
Boundary Change
GUPS
Complex Consolidation
GUPS
Complex Dissolution
GUPS
Grade Range Change
Submission Log
Level Change
Submission Log
Name Change
Submission Log
New School District
GUPS
Pseudo School District
Call Census Bureau
Simple Consolidation
Submission Log
Simple Dissolution
Submission Log
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Figure 1. Boundary Change Example—Update Using GUPS
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Figure 2. Complex Consolidation Example—Update Using GUPS
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Figure 3. Complex Dissolution Example—Update using GUPS
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Figure 4. New School District Example—Update using GUPS
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Figure 5. Simple Consolidation Example—Update Using the Submission Log
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Figure 6. Simple Dissolution Example—Update Using the Submission Log
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D.
Guidance for Boundary Changes
When reviewing school district boundaries, the Census Bureau encourages the mapping
coordinator to focus on updating large changes that affect housing units and population first,
and then move to smaller differences if there is time before the SDRP submission deadline. The
goal of the SDRP is to obtain major changes that affect population rather than small positional
corrections of boundaries.
The Census Bureau generally does not accept boundary changes of less than 30 feet when the
correction does not affect housing. In remote areas with sparse population, the Census Bureau
considers a difference of 60-75 feet to not be significant if housing units are not present. When
reviewing source boundaries against the Census Bureau’s boundaries, if the source shows a
school district boundary on a road, then use the road as it appears in the Census Bureau’s
shapefile, even if the road does not seem spatially accurate. Road realignments are not
accepted as part of the SDRP.
If there are a large number of positional corrections of school district boundaries for the state,
the Census Bureau may be able to make these updates outside of the SDRP cycle. Please
contact the SDRP team for additional information.
Boundary Change Types: Annexations and Boundary Corrections
The Census Bureau requires a change type of Annexation or Boundary Correction when
submitting boundary changes.
An Annexation is a change to a school district boundary that has been administratively or
legally ordered by the school board or other governing body. A Boundary Correction is a minor
drafting change or spatial adjustment to a school district boundary to correct the shape or
alignment with another feature. If the mapping coordinator is unsure of which type to select,
choose boundary correction.
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PART 1:
SCHOOL DISTRICT REVIEW PROGRAM (SDRP)
CHAPTER 1: OVERVIEW
The Census Bureau requests that the school district information the mapping coordinator
submits reflect the school districts as they exist, or will exist, on January 1, 2019. Contact the
Census Bureau immediately if there are deadline concerns.
1.1
1.2
SDRP Timetable
September 2018—Mail out instructions and Annotation Phase materials to designated state
school district mapping coordinators.
December 31, 2018—Deadline for submitting school district changes during the Annotation
Phase. The Census Bureau strongly encourages partners to submit changes as soon as possible
rather than waiting until this deadline. If the mapping coordinator is submitting more than 25
changes, send them on a flow basis by county, rather than waiting to send the entire state. In
order to participate in the 2019 SDRP’s Verification Phase, the Census Bureau must receive all
school district updates by December 31, 2018.
March 2019—Review of verification materials.
December 2019—Release of preliminary poverty estimates based on the updated school district
geographic framework.
GUPS Application and Shapefiles
The SDRP Annotation Phase packet includes a disc containing the GUPS and a second disc
containing shapefiles, respondent guides, and a school district inventory listings file. The GUPS
and the shapefiles are also available on the SDRP website: .
Once the GUPS is installed, refer to CHAPTER 5: for instructions on how to load data into the
GUPS.
1.3
SDRP and GUPS Help
The Census Bureau encourages mapping coordinators to contact the SDRP team with any
questions at 301.763.1099 or by email at geo.school@census.gov:
1.4
SDRP Annotation Phase Materials
The data discs include the SDRP Quick Start Guide, Respondent Guide, School District Inventory
Listings, current school district boundary shapefiles, Submission Log, and the GUPS. All
participants should review the entire Quick Start Guide and this guide before starting. These
guides explain the guidelines and reporting tools that apply to the state’s changes.
1.5
Description and Use of Listing Files Provided
The data discs contain a number of important files. The Readme.txt on the data disc contains a
complete list of materials. For convenience purposes, the Census Bureau provides both a text
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file and an Excel file for each listing on the disc. Depending on the state’s school district
geography and how the state participates in the SDRP, some listing files may not be included.
1.5.1
Listings
Inventory and Grade Range File (All States)
County Coverage File (All States)
School District to Geography (SD/GEO) Relationship Files (Limited States)
Legal Entity Coextensive File (Limited States)
1.6
Inventory and Grade Range File (All States)
The Inventory and Grade Range files are named "_SD_Inventory_A.txt" and
"_SD_Inventory_A.xls" (see Appendix A. . Data Dictionary and Record Layout for
Listings). These files are a listing of the 2017-2018 school districts recognized by the Census
Bureau, including the school district name, Federal School District LEA ID number (SDLEA), level,
type, and grade range. Carefully review the information contained in these listings and provide
the Census Bureau with updates and corrections.
Note: The Census Bureau requires complete school district coverage; therefore, the listings may contain
school districts that are not Type 1 or Type 2. These are flagged in the listings as follows: Pseudo
(A) (See Appendix B. for more information on pseudo school districts), Department of Defense
(B), Interstate (C), and Bureau of Indian Affairs [BIA] (D). These files also flag school districts
within a state or county that have the same name but different SDLEA numbers with an (E). In
these situations, the SDLEA numbers are the means to identify unique school districts that share
the same name.
The states listed below contain elementary school districts without secondary school district
coverage. Review the elementary school district grade ranges and inform the Census Bureau
what the secondary school district coverage should be or why there is no secondary school
district coverage.
1.6.1
Grade Ranges
The grade ranges included in these files indicate the grade ranges for which each school district
is financially responsible. Use this set of grades, based on financial responsibility, to assign the
data for each child to exactly one school district.
Examples of Financial Responsibility:
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A school district is financially responsible for the education of all children in a geographic area if
it is the only district serving that area. It may meet that responsibility by:
Operating schools that provide education to children in all grades.
Operating schools that provide education for children in some grades and paying another school
district to provide education for the children in the remaining grades; or
Not operating any schools, but paying another school district to provide education to all the
school district's children.
If the children in a geographic area are served by an elementary school district, and also served
by a separate secondary school district that receives no payment from the elementary district,
then the two school districts share the geographic area and financial responsibility is divided
between them. The grade ranges on the listing should show which district is financially
responsible for the children in each grade. The grade ranges listed for each of the two school
districts must not overlap, and every grade must be assigned to one of the school districts.
Responsibility for a particular grade exists even if, from time to time, there are no children in
that grade living in the service area of the school district. Thus, a school district that is
responsible for providing 6th grade schooling should appear on the listing with the "6th grade"
in its grade range, even if there are no actual 6th grade students living there.
1.6.2
Official School District Names
The official school district name is its legal name including any state-used descriptive wording,
such as "Independent School District", "Consolidated School District" or "Supervisory Union."
1.6.3
How Do I Submit Inventory and Grade Range Changes?
Submit grade range changes using the submission log outside of GUPS.
Include all changes manually using the Excel Submission_Log.xls spreadsheet (referenced in
Chapter 3); or
Update either the School District Inventory and Grade Range text or Excel file, not both, with all
grade range changes, additions (new school districts) and deletions (deleted school districts)
making clear what changed by highlighting, changing text color, text bolding, adding, or crossing
out the changes.
Send the Submission Log or updated file through the Secure Web Incoming Module (SWIM). For
more information regarding SWIM, see Part 5:.
Important: If the mapping coordinator plans to submit more than 25 changes, such as a name or grade
range change, contact the SDRP team before filling out the submission log.
1.6.4
County Coverage File (All States)
The County Coverage files are named "_County_Coverage_A.txt” and
"_County_Coverage_A.xls” (see Appendix A. for record layout). These files are sorted by
county and list the school districts that are located in each county. There is a separate record
for each unique school district/county combination.
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The County Coverage files reflect the boundaries of the 2017-2018 school districts as shown in
the shapefiles and the TIGERweb map viewer. Use these files to locate each school district and
to review the extent of the areas of each school district as they relate to counties.
Review these listings and notify the Census Bureau where a school district to county
relationship should no longer be maintained, or where a new relationship should be created
and maintained.
1.6.5
School District to Geography (SD/GEO) Relationship File (Limited States)
In Connecticut, Maine, Massachusetts, New Hampshire, New Jersey, Pennsylvania, Rhode
Island, and Vermont, school districts are commonly coextensive with one or more incorporated
places and/or county subdivisions (towns, townships, boroughs, etc.). Review the relationships
listed in the files named: _SD_GEO_Relationship_A.txt or
_SD_GEO_Relationship_A.xls to ensure that the state school districts are maintaining the
correct relationships with the aforementioned legal governmental entities (See Appendix A. .
Data Dictionary and Record Layout for Listings). Similar to the County Coverage files, these
files contain records for each school district/incorporated place and school district/county
subdivision coextensive relationship.
Both the _SD_GEO_Relationship_A.txt and the _SD_GEO_Relationship_A.xls files are
sorted by SDLEA for use in reviewing the geographic relationship between the local
governments (towns, townships, boroughs, etc.) and each school district.
The Census Bureau maintains these relationships without the need for states to submit
boundary changes for the listed school districts. All changes to incorporated places and county
subdivisions are obtained through the Census Bureau's Boundary and Annexation Survey (BAS).
If the mapping coordinator believes that a legal boundary is incorrect, notify the Census Bureau
via email at geo.bas@census.gov.
Review these listings and notify the Census Bureau where a relationship should no longer be
maintained, or where a new relationship should be created and maintained.
1.6.6
Legal Entity Coextensive File (Limited States)
The Legal Entity Coextensive files named "_Coextensive_Coverage_A.txt," and
"_Coextensive_Coverage_A.xls," (see Appendix A. . Data Dictionary and Record Layout
for Listings) are being provided to Alabama, Alaska, Georgia, Kentucky, Louisiana, Mississippi,
North Carolina, South Carolina, Tennessee, Utah, and Virginia because some of their school
districts are coextensive with legal entities such as counties, county equivalents, or
incorporated places.
The Census Bureau maintains these coextensive relationships without the need for states to
submit boundary changes for the listed school districts. All changes to counties, county
equivalents, and incorporated places are obtained through the Census Bureau's BAS. If the
mapping coordinator believes that a legal boundary is incorrect, please notify the Census
Bureau via email at geo.bas@census.gov.
Review these listings and notify the Census Bureau where a coextensive relationship should
no longer be maintained, or where a new relationship should be created and maintained.
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Note: If the state did not receive an SD/GEO Relationship File or a Coextensive Coverage file, and there
are school districts in the state that are legally coextensive with local governments, Contact the
SDRP team.
1.6.7
How Do I Make Corrections to the “County Coverage,” “Relationship” and/or
“Legal Entity Coextensive” Files?
Update either the text file or the Excel file, not both, with all changes, additions, and deletions
making clear what changed by highlighting, changing text color, text bolding, adding, or crossing
out the changes.
Send the updated file(s) to the Census Bureau using the SWIM. For more information regarding
SWIM, see Part 5:. Submitting Files to the Census Bureau through The Secure WeB Incoming
Module (SWIM)
How to Transmit Files Using SWIM.
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PART 2:
HOW TO USE TIGERWEB
CHAPTER 2: TIGERWEB MAP VIEWER FOR THE SDRP
The Census Bureau provides the TIGERweb online map viewer for state and local education
officials to review the Census Bureau's 2017-2018 school district information. The TIGERweb
viewer shows features such as roads, waterways, and county, place, city, and school district
boundaries at street level detail.
The TIGERweb online map viewer is located at: .
Use it to locate a school district and compare it to a local source for school districts to
determine if there is a need to make boundary changes. The mapping coordinator should
provide boundary changes to the SDRP if the map does not correctly depict the school district
boundary in effect as of January 1, 2019.
To review the boundary of a school district, the mapping coordinator will need either the name
of the school district or the seven-digit geographic identification code (GEOID) for the school
district. The GEOID is located in the School District Inventory and Grade Range File
(SD_Inventory.xls) located on the 2019 SDRP Data disc. The GEOID is comprised of the twodigit Federal Information Processing Series (FIPS) state code for the state in which the school
district is located followed by the five-digit SDLEA ID assigned to the school district. TIGERweb
uses the GEOID to zoom directly to the school district.
State mapping coordinators, please provide local education officials with these TIGERWeb
instructions, which can be downloaded from the 2019 SDRP website under the Annotation
Phase Program Materials hyperlink.
If a local education official determines that changes need to be reported for the 2019 SDRP,
report the changes to a state SDRP mapping coordinator who will submit the changes to the
Census Bureau. The SDRP Mapping Coordinator is the liaison between the state’s Department
of Education and the Census Bureau. Find contact information for mapping coordinators on the
SDRP website: .
The Census Bureau will not accept school district boundary changes:
a) Submitted directly to the Census Bureau by local education officials.
b) Annotated on maps printed using the TIGERweb map viewer.
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2.1
Getting Started with TIGERweb
Navigate to the TIGERweb website located at:
.
TIGERweb supports Microsoft Internet Explorer,
Mozilla Firefox, Opera, and Google Chrome
internet browsers.
Click on the TIGERweb Applications tab.
Click on the TIGERweb link under TIGERweb
Applications tab on the left side of the screen.
Do not click on the TIGERweb Decennial link.
TIGERweb contains the geographic school district
boundary updates for state school districts
submitted during the 2017-2018 SDRP. Review
boundary updates from the 2017-2018 before
submitting changes for the 2019 SDRP.
The TIGERweb application offers the ability to
view:
o Roads, highways, and railroads.
o Rivers, lakes, streams and other “single-line”
drainage.
o Boundaries for legal and statistical geographic
entities.
o Selected special land use areas such as military
reservations and national parks.
o Satellite imagery.
Figure 7. TIGERweb Application List
from the TIGERweb Tab
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After opening TIGERweb, the map display, navigation tools, layers panel, a legend, and map
vintage becomes visible (Figure 8).
Figure 8. TIGERweb Layout
2.2
Available Map Layers
The Layers panel shows the list of available features and geographic areas. Labels, Hydrography,
States, and Counties display by default at startup. The layers organize into separate groups,
called map services, based on geographic type. Expand each map service by clicking on the ‘+’
symbol to see all of the available layers that include physical features such as roads and water
features, as well as legal and statistical boundaries such as census blocks and incorporated
places. Limit the amount of data on the map by selecting only the applicable types of linear
features and geographic entities. Click on the ‘+’ sign to expand a map layer and view the Slider
tool to make the layer more or less transparent.
2.3
Selecting a Map Layer
The Select Vintage dropdown in the Layers panel shows the vintages of TIGERweb geography
that are available for display in the application (Figure 9). Select Current, if not already selected,
to view the geographic updates for entities submitted during the 2017-2018 SDRP. Click on the
‘+’ sign next to each map service in the Layers panel to expand the map service and view the
layers within it. Click on the small boxes (check/uncheck) to select the Transportation, Places
and County Subdivisions, and School Districts map layers.
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Figure 9. TIGERweb Vintage Dropdown Menus Used for Reviewing School District Boundaries
2.4
TIGERweb Tools and Functions
2.4.1
Move Around/Zoom In/Zoom Out of Map Display
The features and geographic areas contained in the map services do not immediately appear.
This is because each layer has a range of zoom levels at which it will display. In other words,
visibility is scale dependent. More details appear when zooming in on the map.
At Zoom level 6, counties appear; at Zoom level 7, school districts begin to appear; at Zoom
level 9, places appear; and at Zoom level 10, roads and railroads appear. The current Zoom level
displays on the scale bar in the lower left of the Map display (Figure 10).
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Use the Zoom In scrollbar tool located on the vertical Scale Bar, shown on the left, to
zoom in to see more detail on the map or zoom out to see less detail (Figure 11). Click
on the ‘+’ to zoom in for more detail or click on the ‘-’ to zoom out for less detail. Also,
zoom in or out by rolling the wheel on a computer mouse.
Figure 10. TIGERweb Map Scale Zoom
Figure 11. TIGERweb Map Scales
Shown in the Application for
Reviewing School District Boundaries
2.4.2
TIGERweb Symbology
Click on the Legend tool (Figure 12) at the top of the screen to view the
symbology used for each layer.
Figure 12. TIGERweb Legend
If the layer selected does not appear in the legend, zoom in on the map for the feature to
appear on the map and on the legend. Click on Detailed Legend to see at what zoom level the
layers and labels appear.
To see boundaries for only some types of place and county subdivision features, click on the
appropriate item in the Layers panel to turn them off or on (Figure 13). The figure below shows
the different Places and County Subdivisions to select to display.
More detail appears when zooming in on the map viewer. Select
the ‘Transportation’ layer to display road and rail features to
help recognize local areas.
Figure 13. Check-Boxed Map Layers Are Selected for Display
2.4.3
Locating a School District
TIGERweb allows SDRP participants to quickly locate an entity visually using the Zoom In tool or
by using the Query tool to search for a school district by its name or unique GEOID. The GEOID
code is on the School District Inventory and Grade Range Listing (SD_Inventory.xls) located on
the 2019 SDRP Data disc. Type the GEOID in the Enter GEOID of Feature box. In addition, a
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school district is searchable by typing its name in the Enter Name of Feature box. Enter a
GEOID or a Name, but not both.
Select the Query Tool from the toolbar. Select the Attribute Tab.
From the Select Map dropdown, select one of the following map services:
States and Counties to locate a county.
Places and County Subdivisions to locate a city or town.
School Districts to locate a Unified, Secondary, or Elementary school district.
Figure 14 shows the Query window in TIGERweb and how to select the items listed above to
review.
Use the Query examples (Figure 15 and Figure 16)
to locate an entity. Searching by unique GEOID will
take users directly to an entity. Searching by Name
could produce a list of school districts with the
same or similar name.
Figure 14. TIGERweb Query Window
Example: Locating a unified school district, using West Prairie Community Unit School District
103, Illinois - GEOID 1700314.
1.
2.
3.
4.
5.
Select the Query tool.
From the Select Map dropdown, select School Districts.
From the Select Layer(s) dropdown, select Unified School Districts.
Enter the GEOID for the school district (1700314) in the GEOID field.
Click SUBMIT to search for the unified school district.
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Figure 15. Using Query Tool to Locate a School District by its Unique GEOID
Figure 16. Using Query Tool to Locate a School District by its Unique GEOID
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TIGERweb displays the result(s) of the query under the
Query Results tab to the left of the map (Figure 17).
TIGERweb also displays the Info panel (Figure 18)
containing attribute data for the entity. Minimize or close
the Info panel by clicking on the ‘-’ or ‘x’ symbols in the top
right of the Info panel.
Figure 17. Query Found West Prairie
Community Unit School District
Figure 18. TIGERweb Info Panel
Click on the name of the result listed under the Unified School Districts heading of Query
Result(s) and TIGERweb will display the school district highlighted in the center of the map
display (Figure 19).
To start a new Query, click Clear Map on the navigation toolbar above the Zoom-In
scrollbar. The Query window reappears and the located entity is no longer highlighted.
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Figure 19. Query Result West Prairie Community Unit School District
Example: Locating a school district named Bridgeport in Connecticut without knowing its school
district level.
1. Select the Query tool.
2. From the Select Map dropdown, select School Districts.
3. From the Select Layer(s) dropdown, hold down the Control or Shift Key and click on Unified,
Secondary, and Elementary. All three will display as highlighted.
4. Enter the name Bridgeport in the Name of Feature field.
5. Click SUBMIT to search.
Searching by name could produce a list of school districts with the same or similar names. The
Query result (Figure 20 and Figure 21) and will include the state in which the entity is located.
Figure 20. Query by Name Results
Figure 21. Query by Name
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TIGERweb displays the selected entity highlighted in the center of the map display (Figure 22),
along with the Info panel containing attribute data for the entity. Minimize or close the Info
panel to view the entire map and Query Result(s) box.
Figure 22. Bridgeport School District in Connecticut
View additional layers such as Transportation and Places by clicking the small boxes next to the
map services in the Layers panel. Use the same action to deselect layers no longer wanted in
the map view. Other types of entities can also be searched for using the same process.
Example: Locating the City of Sweetwater, Tennessee (Incorporated Place), GEOID 4772540.
1.
2.
3.
4.
5.
Select the Query tool.
From the Select Map dropdown, select Places and County Subdivisions.
From the Select Layer(s) dropdown, select Incorporated Places.
Enter the GEOID (4772540) for an Incorporated Place in the GEOID field.
Click SUBMIT to search for an Incorporated Place.
TIGERweb displays the located entity highlighted in the center of the map display (Figure 23),
along with the Info panel containing attribute data for the entity. Minimize or close the Info
panel to view the entire map and Query Result(s) box.
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Figure 23. Sweetwater Incorporated Place Located Using its GEOID
2.4.4
Identify Tool
Identify features on the map by using the ‘Identify’ tool
.
Click on the Identify tool at the top of the screen and click on the area of the map or feature to
identify.
In the Identify Results panel (Figure 24) click on any of the features to get attribute information
about the area or feature.
When clicking on a feature, its area on the map is highlighted. The Identify tool shows attribute
information only for visible layers (checked in the Layer dropdown).
Example: Use the Identify tool to get attribute data for the Fairfield School District adjacent to
the Bridgeport School District is below.
Click on the Identify tool on the toolbar (cursor changes from a pointer to crosshairs ‘+’)
Click inside the boundary of Fairfield School District.
Click on Fairfield School District displays the Info panel and attributes about the school
district including grade range, land area, and water areas (right side of Figure 24).
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Figure 24. Identify Results and Attribute Information is Displayed
2.4.5
Changing Transparency
When multiple layers are displayed, one layer may obscure another layer. Change the
transparency (Figure 25) of each layer by moving the sliding
bar below the layer name to the left or right.
Figure 25. Transparency Slider for TIGERweb
2.4.6
Map Background
TIGERweb has landmass, satellite imagery, or terrain options as the background for the map
display. Landmass is the default when opening TIGERweb. After locating and zooming into an
entity, click on the Topography button (Figure 26) until the Satellite Icon appears and imagery
overlays the entity. This dual view allows users to see the relationship between the location of a
boundary in the Census Bureau’s file to the location of real-world features such as roads.
Figure 26. Satellite Icon
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2.4.7
Reviewing and Reporting School District Boundaries
After using the TIGERweb Query Tool to locate a school district, compare the TIGERweb map of
the school district to a local source for the school district boundary.
Provide boundary update information to the state mapping coordinator if the TIGERweb map
does not correctly depict the school district boundary shown in a local source.
2.4.8
Printing and Saving a Map
The TIGERweb application has the functionality to save maps, print paper maps, or capture
screen images of the areas where the boundary requires an update or annotate changes.
TIGERWeb also has the functionality to forward these updates or changes to the state mapping
coordinator. Figure 27 shows the Print window located in TIGERweb.
Figure 27. Print screen in TIGERweb
Note: The Census Bureau will not accept boundary changes for the SDRP submitted directly to the
Census Bureau annotated on maps printed using the TIGERweb map viewer.
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PART 3:
HOW TO USE THE SUBMISSION LOG
CHAPTER 3: SDRP SUBMISSION LOG
3.1
Purpose
The submission log is a Microsoft Excel spreadsheet provided to state mapping coordinators in
the SDRP Annotation Phase packet. The Census Bureau also provides the submission log for
download on the SDRP website in the Annotation Phase Program Materials section. Record
each type of acceptable school district change as a separate record in the submission log.
The Census Bureau accepts the following changes using the submission log:
Name
Grade Range
Federal School District LEA ID number (SDLEA) Simple Consolidations
Simple Dissolutions
Level Change
The Census Bureau requires the use of the submission log for the change types listed in
Sections 3.2 to 3.6. Not all fields are displayed in the examples.
3.2
School District Name Change
A school district name change is usually a result of a misspelled or legal school district name
change. Figure 28 shows the fields in the log requiring information are: Type of Change,
County(ies) FIPS code(s), SDLEA of Change, Old Name, and New Name.
Note: Contact the School District Team if submitting a more than 25 name changes.
Figure 28. School District Name Change Example
3.3
Grade Range Change
A grade range change is the result of an incorrect grade range previously reported to the
Census Bureau or a new change (e.g., changing from Kindergarten to Pre-Kindergarten).
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Note: Gaps and overlaps in grade range coverage cannot exist. Contact the School District Team if
submitting more than 25 grade range changes.
Grade range changes require information in the Type of Change, County(ies) FIPS code(s),
SDLEA of Change, Old Grade Range Low, Old Grade Range High, New Grade Range Low, and
New Grade Range High fields (Figure 29).
Figure 29. School District Grade Range Change
3.4
Federal School District Local Education Agency (SDLEA) Identification
(ID) Number Change
SDLEA changes include a correction to a previously incorrect SDLEA or replacing a temporary
SDLEA ID number (99***) with a permanent number. SDLEA changes require information in the
Type of Change, County(ies) FIPS code(s), SDLEA of Change, Old SDLEA (same as SDLEA of
Change), and New SDLEA fields (Figure 30).
Figure 30. SDLEA ID Number Change
3.5
Simple Consolidation (School District with New Name and New SDLEA ID
Number)
A simple consolidation occurs when two or more school districts merge to create a new school
district with a new name and new SDLEA. There are no additional boundary
changes/corrections.
Simple consolidations require information in the Type of Change, County(ies) FIPS code(s), New
Name, New Grade Range Low, New Grade Range High, New Level, Consolidation 1 SDLEA (first
school district being merged), Consolidation 2 SDLEA (other school district being merged),
Consolidation New SDLEA (SDLEA of newly formed school district, if known; otherwise place
“unknown” in this field), and Narrative/Description fields (Figure 31). Consolidation 3 SDLEA
and Consolidation 4 SDLEA fields only require information if three or more school districts are
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consolidating (merging). If five of more school districts are consolidating, enter the remaining
SDLEA ID numbers on the next row starting in the Consolidation SDLEA field.
Figure 31. School District Simple Consolidation
3.6
Simple Dissolution (into Existing District)
A simple dissolution occurs when one or more existing school districts entirely dissolve(s) into
one other existing school district. A simple dissolution never results in the creation of a new
school district. The receiving school district retains its name and SDLEA ID number.
Note: A separate entry is required for each school district that dissolves into the existing school district
through this change.
Simple dissolutions require information in the Type of Change, County(ies) FIPS code(s), SDLEA
of Change (school district that is gaining area), Added Area SDLEA (same as SDLEA of Change),
Deleted SDLEA(school district being dissolved), and Narrative/Description (include
county/counties FIPS code(s)) and if applicable, the Old Grade Range Low, Old Grade
Range High, New Grade Range Low, New Grade Range High, Old Level, and New Level fields
(Figure 32).
Figure 32. School District Simple Dissolution
Note: Complex consolidations, complex dissolutions, and boundary changes all require updates using
the GUPS. Review CHAPTER 5: to complete these updates.
3.7
Level Change
A level change occurs when a school district changes classification; for example, changing from
elementary to unified. Contact the Census Bureau for assistance in documenting this change.
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PART 4:
HOW TO USE THE GEOGRAPHIC UPDATE
PARTNERSHIP SOFTWARE (GUPS)
CHAPTER 4: GETTING STARTED
This part of the guide includes information needed to use the GUPS. It offers a description of
the GUPS application and gives specific instructions (in the form of step-action tables) for how
to use GUPS to make SDRP updates.
Chapter 4:
Lists the hardware and software requirements for the GUPS and SWIM, and
Provides instructions for installing the application.
Chapter 5:
Provides instructions to open the GUPS, start a project, and load Shapefiles,
Explains the GUPS interface (including the Menu, Toolbars, Table of Contents or map legend,
and the Map View area),
Offers instructions for using the tools available through the menu and toolbars,
Gives instructions to make required and optional updates in the application, and
Provides instructions to print, share, and export zip files.
4.1
GUPS Hardware and System Requirements
In the SDRP packet, Disc 1 includes the setup file needed to install the GUPS.
The GUPS resides within QGIS (formerly known as Quantum Geographic Information System
(GIS)), a free and open-source desktop geographic information system application. You can
learn more about QGIS at . The GUPS application was
developed for use on a desktop PC or a network environment.
Before beginning the installation, ensure that the computer used meets the minimum hardware
and software requirements. Table 2 lists these hardware and software requirements to install
and run the GUPS. Also included are the software requirements to submit files through the
SWIM website.
Table 2: GUPS Hardware and Software Requirements
Hardware
Operating System
Disk Space Needed to Run GUPS:
Windows:
3.3 GB
To run GUPS, you need one of the following
Windows operating systems:
Disk Space Needed to Store
Shapefiles:
Shapefile sizes vary by state. To
view the size of your shapefiles
on Disc 2, select the ‘Shape’
folder, right-click, and choose
Properties in the drop-down
U.S. Census Bureau
Windows 7
Windows 8
Windows 10
Apple Mac OS X:
School District Review Program (SDRP) Respondent Guide: GUPS Instructions
Browser
Browsers supported by SWIM
(current version and one
previous version):
Internet Explorer
Google Chrome
Mozilla Firefox
Apple Safari
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Hardware
menu. The Files Properties box
opens and displays the folder
size. Select multiple files/folders
in the list to view their properties
via the same method.
RAM:
4 GB minimum, 8 GB or
more recommended for
optimal performance
Operating System
Browser
Mac OS X users must secure a license for
Microsoft Windows and use a Windows bridge.
The suggested bridge software is Boot Camp,
which comes pre-installed on all Mac computers.
See instructions for using Boot Camp at:
Note: Boot Camp requires the computer to be
restarted in order to set up the bridge. Be sure to
print the instructions provided at the URL above
before installing Boot Camp.
Depending on the Windows OS version, the GUPS dialog boxes may have a different
appearance than the screenshots contained in the user guide, although the content is the
same.
4.2
How to Install GUPS
To complete the installation, follow the steps in Table 3.
Note: If an older version of QGIS or GUPS exists on the computer, the installer will automatically
remove the old version before it installs the latest version.
Table 3: How to Install the GUPS Application
Step
Step 1
Action and Result
Download GUPS from the Annotation Phase Program Materials page on the SDRP website or
place the installation DVD into the computer’s DVD drive. For some users, a Windows
protected your PC pop-up box may appear.
To continue, click ‘More info,’ then select ‘Run anyway.’
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Step
Step 2
Action and Result
Other users may receive a user account control pop-up that asks, “Do you want to run this
file?,”“Do you want to allow the following program from an unknown publisher to make
changes to this computer?,” or a similar query. See an example below.
If this pop-up occurs, click Run, Yes, Allow, or an option that allows the installation to
proceed. The software should begin to run automatically.
Step 3
If the software does not run automatically, open Windows Explorer, navigate to the CD/DVD
drive, and double-click on the file named Setup-7.14.2-0.bat.
Note: The name of this file may vary slightly, but it will be the only setup .bat file available.
If the software still does not run properly, contact a System Administrator for assistance.
Step 4
When the installer opens, the Welcome to the QGIS Setup Wizard screen appears.
Before proceeding, close all other programs or applications. Once other programs and
applications are closed click the Next button.
Step 5
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The License Agreement screen appears.
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Step
Action and Result
Read the License Agreement and click the I Agree button to continue.
Step 6
The Choose Install Location screen opens. It is recommended to install the application at the
default: (i.e., C:\Program files\QGISGUPS). Otherwise, use the Browse button to navigate to
a preferred location.
To begin the installation click Next to continue.
Step 7
The Choose Components screen opens.
‘QGIS’ in the Select components to install field is checked and grayed out since it is the
default. Simply click Install to continue.
To review a previous screen or reread the license agreement, click the Back button (each
screen contains this button).
Step 8
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The software should take between five and 10 minutes to install. When it is finished, the
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Step
Action and Result
Completing the QGIS GUPS Setup Wizard screen opens.
Step 9
Step 10
Click the Finish button.
The GUPS Install Setup: Completed screen opens showing the status of the installation of
GUPS. When completed, click the close button on the following screen:
To complete the installation, click the Close button at the bottom of the GUPS Install Setup:
Completed Setup Wizard screen. Once the application installs, QGIS will be added to the All
Programs Start Menu list.
The installer will include additional open source software packages. Although included, this
software will not be used during the SDRP. These additional packages are, OSGEO4W Shell,
GRASS GIS 7.2.2, MYSYS, QGIS Desktop 2.18.15 with GRASS 7.2.2, QGIS Browser 2.18.15, and
SAGA GIS (2.1.2).
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CHAPTER 5: GUPS BASICS
5.1
Using the GUPS (GUPS Basics and Map Management)
With the GUPS installed the SDRP updates can begin. There are three ways to retrieve
shapefiles when starting a new project:
From the Census Bureau website (loads directly into GUPS).
From DVD (Disc 2 of the SDRP packet).
From My Computer (if the shapefiles exist on an internal or external hard drive).
Table 4 shows the steps to open GUPS and start a new project using the Census Bureau
website. The steps to start a new project using the Census Bureau provided DVD or My
Computer are very similar. The CD/DVD option is recommended in the event of a slow internet
connection.
5.2
How to Start a New Project from the Census Bureau Website
To open the GUPS, follow the steps in Table 4 below. Before beginning, note that:
1. To practice using the GUPS without committing any changes made simply exit the system
without saving and choose to discard changes when prompted.
2. When changes have been saved, the project can be reopened in the GUPS to the last saved state
and SDRP edits can continue.
Step
Step 1
Table 4: Open GUPS and Start a New Project
Action and Result
Select QGIS Desktop 2.18.15 from the All Programs Start Menu list.
The QGIS splash screen appears. (Note: QGIS provided the open-source platform for building GUPS.)
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Step
Action and Result
Step 2
Click the Next or Previous buttons to review the QGIS System tips. To disable QGIS Tips on start-up,
click the I’ve had enough tips, don’t show this on start up any more! button.
Step 3
To begin a GUPS project close the QGIS Tips! box by clicking the OK button. The box closes and the
Map Management dialog box opens, as shown below.
Step 4
In the Map Management dialog box, use the drop-down menu next to the Program field to select,
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Step
Action and Result
Boundary and Annexation Survey and then Sub Program, School District Review by County.
Step 5
In the State field, use the drop-down menu to a state. Use the scroll bar to move up and down the
list of states.
Step 6
Step 7
U.S. Census Bureau
This example uses Illinois.
In the Working County field, use the drop-down menu to select the county to make updates. This
example uses Hancock County, Illinois.
After selecting the working county, the GUPS will prompt for a download location of the county
shapefiles. The Select Data Folder, Directory or Location box opens.
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Step
Step 8
Action and Result
The GUPS only asks to specify a data download location once per project. When a project has been
closed and reopened, the shapefiles automatically load, even if no changes were made during the
first session.
In the Select Data Folder, Directory or Location box drop-down menu select a data download
location. This example assumes the user is pulling the data from the SDRP website so click on
Census Web in the drop-down menu.
Step 9
When Census Web is chosen, the shapefile for the county begins to load and progress is displayed
by a blue striped bar (color may vary), with the percentage of the upload completed displayed to the
right.
Step 10
As the GUPS loads the data it unzips and copies the files to a folder in the home directory created
during the installation process. The data is then loaded into the GUPS application.
In this example, data is loaded for Hancock County, Illinois. After the files load, the GUPS returns to
the Map Management box. A list of counties in the state appears at the bottom of the Map
Management box. Adjacent counties (counties that share school districts with the chosen working
county) are highlighted in yellow and checked.
Step 11
Note: Only select adjacent counties needed to complete a project. Loading adjacent counties may
slow the performance of GUPS.
To select additional counties in the state to display (you may choose up to a total of 10 at once),
check the checkboxes next to them. Scroll down using the scroll bar to the right to see the full list of
counties.
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Step
Action and Result
Step 12
In this example, all neighboring counties, Adams, Henderson, McDonough, and Schuyler Counties,
are selected. Click the Open button at the bottom of the Map Management dialog box.
Step 13
GUPS will automatically download the adjacent counties from Census Web. The progress is
displayed by the blue striped bar (color may vary), with the progress percentage noted to the right.
Step 14
The GUPS unzips and copies the files to the GUPS home directory then loads them into the
application. The map management screen, with all selections grayed out, will show while the
project is loading followed by a progress bar with the message “Starting GUPS.” The data layers for
Hancock County appear in the Table of Contents and the maps for the selected adjacent (or other
selected counties) appear next to that for the working county in Map View. The Map View displays
the maps for Hancock and all adjacent counties.
Step 15
If for any reason shapefiles are missing from the chosen location in the Select Data Folder,
Directory or Location drop-down menu or the files are corrupted and cannot be loaded, an error
message will display.
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Step
Action and Result
Step 16
Click OK to return to the Map Management dialog box and then close Map Management. Reopen
Map Management from the Standard Toolbar.
Try loading the file(s) from another location. After reopening map management, reselect the
desired working county and pick another option for loading the files.
After working on a project be sure to save before exiting. Otherwise, any edits will be lost. Click the
Save icon on the Standard toolbar to save the project.
Step 17
Step 18
The Current edits pop-up box asks to save current changes for all layer(s).
Step 19
Click OK. The changes are saved.
Close the application to discard any changes (click the red X in the upper right-hand corner of the
main GUPS page). A Save? pop-up warning prompts to choose either save, discard, or cancel.
Step 20
Click Discard to not save the current project.
Opening a Saved Project: In the Map Management dialog box click the down arrow next to the
Open Recent button. The drop-down menu opens with a list of current projects.
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Step
Step 21
Action and Result
When a file is chosen, the map for the project automatically loads with the layers shown in the
Table of Contents.
Census Bureau-defined default layers and view settings are loaded each time you start a new
project in the GUPS. If these default settings have been changed and then are saved during a
project, reopening the project will load these saved changes rather than the Census Bureau-defined
default layers and view setting.
To restore the default settings for a layer:
Right-click on the layer in the Table of Contents. A drop-down menu opens.
In the drop-down menu, select GUPS Layer. A submenu opens.
In the submenu, select Load default style (see illustration below).
To reset the default settings for all layers, select Load all default style.
Step 22
When a project is opened in Map Management, any previously selected adjacent (or other
selected) counties appear in cyan blue and remain checked.
Loading Multiple Adjacent Counties
11 county datasets can be loaded in a project (the working county plus 10 other counties).
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5.3
Making SDRP Updates in the GUPS
The tables in this section provide step-by-step instructions for making updates. All examples
shown here will begin with a new Map Management project for the state of Illinois and
Hancock County with fringe counties. Although using real data all changes are purely fictitious.
They are employed for purposes of illustration only and do not indicate any actual geographic
changes.
5.4
Adding a Linear Feature
Add a linear feature to split a face if the whole area of a selected face (polygon) is not to be
included in the boundary change. Follow the steps in Table 5.
Step
Step 1
Step 2
Table 5: Adding a Linear Feature
Action and Result
In the Map View, navigate and zoom to the face (polygon) to split.
Click on the Add Linear Feature button in the SDRP Toolbar.
Step 3
Step 4
U.S. Census Bureau
Left-click the mouse at the starting point of the line (A) and continue to left-click the mouse at
each vertex (shape) point of the line. When the line is complete, right-click the mouse (B). The
right-click tells GUPS you are finished drawing.
When the line is complete the Add Linear Feature dialog box opens indicating that a
Nonvisible Legal/Statistical Boundary is about to be added. Select OK.
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Step
Action and Result
GUPS adds the linear feature to the map while also splitting faces (polygons).
5.5
Deleting a Linear Feature
Linear features can be deleted one segment (Table 6) at a time or multiple segments at a time
(Table 7).
Step
Table 6: Deleting a Linear Feature One Segment at a Time
Action and Result
Only user added linear features can be deleted using the Delete Linear Feature tool in GUPS.
Step 1
Select the Delete Linear Feature button from the SDRP toolbar to delete the linear feature
created in the previous steps.
Step 2
Left click on the segment to delete. When the Delete Linear Feature tool is active the mouse
cursor turns into a cross-selection. Hover over the line segment to delete and left mouse click. A
dialog box opens to confirm whether or not to delete the selected features(s). Click OK and
GUPS deletes the line segment.
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Step
Action and Result
Another way to delete a linear feature is by using the Select Features tool to draw a selection
region over the line to delete.
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Step
Step 1
Step 2
Step 3
Table 7: Deleting Multiple Segments or Features
Action and Result
Select the Select Features tool from the standard toolbar.
Left click on the map and drag a selection box around the linear features added to the map.
GUPS will highlight selected features yellow (color may vary).
From the SDRP toolbar select the Delete Linear Feature button.
GUPS will notify if any of the selected features are ineligible for deletion. Only user added linear
features are eligible for deletion. Select OK.
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Step
Action and Result
The map refreshes and the linear feature is deleted.
5.6
Making Boundary Changes Using Whole Faces
When making boundary changes using the GUPS, keep the following in mind:
Which school district is the target district (i.e., the one adding area), and if it is a(n) elementary,
secondary, or unified school district.
Which school is losing area, and if it is a(n) elementary, secondary, or unified district.
If faces need to be split to support boundary changes.
Follow the steps in Table 8 to perform a boundary change by adding area to an existing school
district.
Step 1
Step2
Table 8: Boundary Change Using Whole Faces
Action and Result
Click the Modify Area Feature button on the SDRP Toolbar to open the Modify Area Feature tool.
In the Modify Area Feature dialog box click the drop-down arrow next to the Geography field. In
this example, choose Elementary School District.
When an elementary school district is chosen, the Modify Area Feature tool populates the table
with the list of available elementary school districts with the county and SDLEA ID number displayed
for each district. The list is sorted by Working County ID, then by school district name.
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Action and Result
Step 3
From the Modify Area Feature table list select 08680 – Carthage Elementary School District 317.
Step 4
Immediately after the selection the Modify Area Feature tool highlights the school district in the
map view. A single left click highlights the school district. Double-clicking zooms to the extent of
Carthage Elementary School District.
Step 5
In this example, whole faces from neighboring 21690 La Harpe Community School District 347 are
added to the selected target layer 08680 Carthage Elementary School District 317. Using the Zoom
tool in the standard toolbar zoom into the following area:
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Action and Result
Step 6
From the Modify Area Feature tool activate the Select Features tool.
Step 7
From the map view left-click to select the following three faces from 21690 La Harpe Community
School District 347. To select multiple faces hold down the CTRL button on the keyboard while
clicking. With each click the face highlights in yellow to indicate an active selection.
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Action and Result
Step 8
Click the add area button in the Modify Area Feature tool to initiate the Boundary Change.
Step 9
The following notification pops up once the Boundary Change has completed listing the school
district(s) that are losing area because of the boundary change. Select OK.
Step 10
The following pop-up provides non-editable and editable attribute information of the target
elementary school district. The CHANGE TYPE field is a mandatory field. Select Boundary Correction
or Annexation. The COMMENTS field is optional. Select OK.
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Action and Result
Step 11
The map view updates to reflect the change in boundary made to Carthage Elementary School
District.
Save edits by selecting the save icon from the Standard Toolbar.
5.7
Making Boundary Changes from Adjacent Counties
Boundary changes can also be made from adjacent counties (Table 9). This is useful if there is a
school district in an adjacent county that also needs to exist in the working county.
Step
Step 1
Step 2
U.S. Census Bureau
Table 9: Making Boundary Changes from Adjacent Counties
Action and Result
Select Unified School District for the Geography and Boundary Change for the Action from
the Modify Area Feature tool.
From within the Modify Area Feature tool info list scroll down to the school districts that
belong to the adjacent county for Adams County [17001]
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Step
Action and Result
Step 3
From this list select 08220 – Camp Point Community Unit School District 3 as the target
layer. The adjacent county school district is highlighted yellow in the map view.
Double-click to zoom to the extent of the school district if Camp Point Community School
District 3 does not appear in the current map view.
Step 4
U.S. Census Bureau
From the map view zoom to the border between Camp Point Community Unit School
District 3 and Southeastern Community Unit School District.
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Step
Action and Result
Step 5
Using the Select Features tool from the Modify Area Feature tool select the following faces
(polygons) from the working county.
Step 6
From the Modify Area Feature tool select the Add Area button to initiate the boundary
change.
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Step
Action and Result
The Modify Area Features dialog box opens to indicate the school districts losing area
followed by the Create Change Polygon dialog box. Choose a Change Type and Select OK.
Once complete, adjacent county school district Camp Point Community Unit School District
is added to the working county and the Modify Area Feature tool is updated to reflect the
addition of Camp Point Community Unit School District 3 into the working county.
Save edits by selecting the save icon from the Standard Toolbar.
5.8
Complex Consolidation
Complex consolidation refers to the situation where two or more school districts merge to
create a new school district with a new name and new SDLEA ID number along with additional
boundary changes. Follow the steps in Table 10 to perform a complex consolidation.
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Step
Step 1
Table 10: Performing a Complex Consolidation
Action and Result
Begin by opening the Modify Area Feature tool from the SDRP toolbar.
Step 2
In this fictitious example, a complex consolidation will be completed between 11670 Dallas
Elementary School District 327 and 21690 La Harpe Community School District 347. In the
Modify Area Feature tool select Elementary School District from the Geography drop down
menu and then choose Complex Consolidation from the Action drop down menu.
Step 3
Double-click to select 11670-Dallas Elementary School District 327 from the target layer list.
Upon selection, the map view zooms to the extent of Dallas Elementary School District.
Step 4
To begin the consolidation, choose the Select Features tool from the Modify Area Feature
tool.
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Step
Action and Result
Step 5
Using the Select Features tool, select any face (polygon) from 21690 La Harpe Community
School District 347. This selection is for identifying in GUPS the second school district that is
included in the complex consolidation. As soon as the face is selected, the Complex
Consolidation Selection dialog opens with a list of all unified and elementary school districts
in the working county. This dialog box confirms the school districts to consolidate from.
Select OK.
Step 6
U.S. Census Bureau
There could be a lag between selecting the school disticts included in the consolidation and
when the faces (polygons) are selected in the map view. If there is a noticeable lag, the GUPS
is still in the process of selecting all the faces (polygons) and completes once all school
districts are highlighted in yellow.
The Map View refreshes and the entire La Harpe Community School District 347 is
highlighted: yellow to indicate that the entire school district has been selected.
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Step
Action and Result
Step 7
With both school districts selected, select the Complex Consolidation button from the
Modify Area Feature tool to begin the consolidation.
Step 8
The first screen to appear is the Selected School Districts dialog box. This dialog box includes
a layer list of school districts to be consolidated as well as two radio buttons to choose the
school district type to consolidate into.
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Step
Step 9
Action and Result
The radio button automatically defaults to the school district type of the selected target layer,
in this case, Elementary School District. It is also possible to consolidate the chosen
elementary school districts into a unified school district by selecting the Unified School
District radio button. In this example the chosen elementary school districts are consolidated
into a new elementary school district. Select OK.
The next dialog box to open is the Modify Area Feature Attribute dialog box. This dialog box
is used to provide the attribute information for the new consolidated school district.
Required fields include SDLEA, Name, Low Grade, and High Grade. Comments are optional.
The GUPS automatically generates a temporary SDLEA. If an approved SDLEA exists, enter
the code into the SDLEA field. In this example, the automatically generated SDLEA is used.
Fill in the remaining required fields as shown below.
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Step
Action and Result
Step 10
Select OK.
The final dialog box to appear is a reminder pop-up concerning school districts that exist in
adjacent counties.
Step 11
Step 12
Step 13
U.S. Census Bureau
If the consolidated school districts exist outside the working county, the complex
consolidation must also be completed in the adjacent county/counties. Switch the working
county to the listed adjacent counties to complete the complex consolidation. In this
scenario, Dallas Elementary and La Harpe Elementary exist in the adjacent counties,
Henderson and McDonough, which means that a complex consolidation has to be completed
in Henderson and McDonough County as well.
Select OK.
The Map View refreshes and the newly consolidated Dallas La Harpe Elementary School
District 347 appears on the map.
A complex consolidation must also include boundary change(s). The next step is to complete
the boundary changes. Refer to Table 8, Table 9, and Figure 1 for directions on how to
perfom a boundary change.
Save edits by selecting the save icon from the Standard Toolbar.
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5.9
Complex Dissolution
Complex dissolution refers to the situation where a single school district is dissolved and its
area split between two or more other existing school districts, with or without additional
boundary changes. Follow the steps in Table 11 to perform a complex dissolution.
Step
Step 1
Table 11: Performing a Complex Dissolution
Action and Result
Begin by opening the Modify Area Feature tool from the SDRP toolbar.
Step 2
In this fictitious example, a complex dissolution is completed using a unified school district,
Hamilton Community Consolidated School District 328. In the Modify Area Feature tool
select Unified School District from the Geography drop down menu and then choose
Complex Dissolution from the Action drop down menu.
Step 3
Select 18060-Hamilton Community Consolidated School District 328 from the target layer
list.
Step 4
U.S. Census Bureau
When selecting a target layer for Complex Dissolution, the Modify Area Feature indicates
how many Remaining Faces exist for that selected target school district. Use this count of
Remaining Faces as a guide when dissolving a school district.
Upon selection the map view zooms to the extent of Hamilton Community Consolidated
School District.
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Step
Action and Result
Step 5
To begin the dissolution choose the Select Features tool from the Modify Area Feature tool.
Step 6
Using the Select Features tool select faces from the target layer. This may be done by either
1) selecting individual faces to be included or 2) selecting a region of faces by left-clicking the
mouse and dragging across the target school district. Only faces that exist within the target
school district will be selected.
Step 7
With the faces selected, select the Complex Dissolution button from the Modify Area
Feature tool to begin the dissolution.
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Step
Action and Result
Step 8
The first screen to appear is the Select School Districts dialog box. Each school district listed
is sorted by working county ID. From this list, select the school district that will be used to
incorporate the dissolved faces. In this example, select Nauvoo-Colusa Community Unit
School District 328, then select OK.
Step 9
The final dialog box to appear is the Create Change Polygons attribute information. The
Comments field is editable to allow any notes that may be relevant to the dissolution.
Step 10
U.S. Census Bureau
Select OK.
There could be a lag between selecting the faces (polygons) to be included in the dissolution
and when the dissolution completes in GUPS. If there is a noticeable lag, the GUPS is still in
the process of dissolving the selected faces (polygons) and completes once the Modify Area
Feature notification appears.
The map view refreshes and the updated school district boundaries for both Hamilton
Community Consolidated School Districts and Nauvoo-Colusa Community Unit School District
displays.
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Step
Action and Result
Step 11
GUPS automatically re-selects 18060 – Hamilton Community School District 328 to finish
selecting the remaining faces.
Notice that Hamilton Community Consolidated School District has 527 remaining faces
(originally 615 faces). To complete the dissolution, select all of the remaining faces and
dissolve them into the Warsaw Community Unit School District. Once dissolved, the revised
school district boundaries should be similar to the example shown below.
Save edits by selecting the Save icon from the Standard Toolbar.
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5.10
Forming a New District
The term New District is the process of transferring areas from one or more existing school
districts to form a completely new school district. Do not confuse this transaction with a
consolidation where the entire area of one or more school districts consolidates to form a new
school district. Follow the steps in Table 12 to perform a New District.
Step
Step 1
Step 2
Step 3
Table 12: Forming a New District Action
Action and Result
Begin by opening the Modify Area Feature tool from the SDRP toolbar.
From the Geography drop down menu select Unified School District and then choose New
District from the Action drop down menu. This example illustrates creating a unified school
district.
When the action is set to New District, the Modify Area Feature tool disables the school
district layers list and activates only the Select Features tool and the New District button.
From the Modify Area Feature tool select the Select Features tool. In the Map View, zoom
into the following area. This example demonstrates selecting a number of faces from existing
40890 Warsaw Community Unit School District 316 to create the new district.
Using the Select Features tool select the following faces (highlighted in yellow) from Warsaw
Community Unit School District.
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Step
Action and Result
Step 4
From the Modify Area Feature tool, select the New District button.
The New District attribute window opens.
The following fields are required in order to complete the New District: SDLEA, Name, Low
Grade, and High Grade fields. The GUPS automatically generates a temporary SDLEA. For
this example, fill in these fields with the following information and then select OK.
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Step
Action and Result
The Modify Area Feature dialog box lists the school district area. Select OK.
Step 5
There could be a lag between selecting the faces (polygons) to be included in the new district
and when the new district action completes in the GUPS. If there is a noticeable lag, the
GUPS is still in the process of creating the new district with the chosen faces (polygons) and
completes once the Modify Area Feature notification appears.
The Map View refreshes and the new Hancock Unified School District appears on the map.
The new school district is also added to the Modify Area Feature tool info list.
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Step
Action and Result
Save the edits by selecting the Save icon from the Standard Toolbar.
5.11
How to Use the GUPS Interface
This section describes the GUPS Interface and how to customize the GUPS features. This
segment may be used as a reference rather than read in detail. The Census Bureau
recommends maintaining the default settings created for SDRP.
5.11.1 The GUPS Main Page
Figure 33 shows the layout of the main page for the GUPS. This page contains all the tools
needed for making updates in the SDRP. Shown in the figure are the main page elements. These
include the:
Table of Contents.
Map View (where the data display).
Menu.
Toolbars (Standard toolbar, SDRP toolbar, and Add Layers toolbar).
Status Bar (at bottom of page).
Figure 33. GUPS Main Page Layout
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The purpose for each element on the main GUPS page is explained in Table 13. Section 5.11.2
through Section 5.12.1.6. This table describes in detail the individual components and specific
functions of each element.
Table 13: GUPS Main Page Elements
Page
Element
Table of
Contents
Map View
General Function
Shows the layers on the map for the selected county. Layers (or groups) can be removed, layer
visibility managed, and legend content filtered through the Table of Contents toolbar.
Displays the data for the chosen county in the Map Management dialog box.
Menu
Offers basic features such as Settings and Help, tools to manage the Map View and import userprovided data, important calculation, measurement, and geoprocessing tool. Many of the
functions available from the Menu are also available in the application’s more conveniently
located toolbars.
Standard
Toolbar
Provides navigation and other tools needed to interact with the Map View and layers attribute
tables.
SDRP
Toolbar
Gives the specific tools needed to make SDRP updates, view linear feature attributes, review and
validate changes, import and export zipped files, and print.
Status Bar
Displays information on the map scale, projection, and coordinates, and it allows you to adjust the
display.
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5.11.2 Table of Contents and Map View
When a program and geography are chosen in the Map Management dialog box, the GUPS
automatically loads a set of default data layers (and default layer groups) defined by the Census
Bureau for the chosen program. As the map opens in Map View, the list of the preset layers
(already grouped) appears in the Table of Contents.
Note that the Table of Contents and the Map View windows are interdependent. Selections
that are made in the Table of Contents are immediately reflected on the map display.
Note: The Table of Contents can be closed (Figure 34) at any time to see more of the map (click on the
small ‘x’ in the upper right-hand corner).
Figure 34. Closing the Table of Contents
To restore the Table of Contents, click the View tab on the Menu, select ‘Panels’ in the drop
down menu, click the arrow next to ‘Panel’ to open the submenu, and then click on ‘Layers’.
Figure 35. Reopening the Table of Contents
The Table of Contents reopens (Figure 35) and displays on the page.
5.11.2.1 Managing the Map View from Within the Table of Contents
Within the Table of Contents layer, visibility can be managed (i.e., determine what layers
display on the map), data layers reordered, and new layer symbology set.
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5.11.2.2 Manage Layer Visibility
To show or hide layers from the map view:
Click the checkbox next to a layer to turn on, or make visible, the layer in the map
view (Figure 36).
Figure 36. Turn on, or Show, a Layer in the Map View
Uncheck the checkbox next to a layer to turn off, or hide, the visibility of the layer in the map
view (Figure 37).
Figure 37. Turn off, or Hide, a Layer from Map View
5.11.2.3 Reorder Data Layers
In the Table of Contents, the layer order list determines how the layers display on the map. The
top layers at the top display on top of the layers below. To change the display order:
Left-click on the layer name.
Hold down the mouse button and drag the layer to the desired position in the list.
Release the mouse button to place the layer in its new position. The map display reflects the
new layer order in the Table of Contents.
5.11.2.4 Expand/Contract Table of Contents Menus
To expand or contract the menu for a layer or layer group, click on the ‘+’ sign
to expand the group/layer’s submenu:
Figure 38. Expanding the Edges/Layer Submenu
Click the ‘-’ sign next to the layer name to close the submenu(s):
Figure 39. Retracting the Layer Submenu
5.11.2.5 Set Layer Symbology
The GUPS loads a default layer symbology established for each Census Bureau geographic
partnership program. To change the default symbology for a layer in GUPS, follow the
instructions in Table 14.
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Step
Step 1
Step 2
Step 3
U.S. Census Bureau
Table 14: Reset Layer Symbology
Action and Result
Right-click on the layer in the Table of Contents (this example selects the Edges layer). The Layers
drop-down menu opens.
In the drop-down menu choose Properties.
The Layer Properties screen opens.
In the left pane, click on Style then double-click the symbol to edit in the layer’s list. In this
example, double-click on ‘Roads, substr (“MTFCC, 1,1) = S’ to select it.
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Step
Action and Result
The Rule Properties dialog box opens and the Label and Filter fields display the item chosen. The
Symbol pane shows the current symbology (yellow line).
Step 4
U.S. Census Bureau
Choose a new color from the Color drop-down menu or select a different symbol for the layer by
double-clicking any symbol in the Symbols in Group field. Click OK. The new symbology displays in
the Table of Contents and in the Map View.
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5.11.2.6 Change Default Labeling
To change the default labeling for a layer, follow the steps in Table 15.
Table 15: Change Default Labeling
Step
Action and Result
Step 1
Right-click on the layer (in this example the Edges layer is selected) in the Table of Contents. The
Layers drop-down menu opens.
Step 2
In the drop-down menu choose Properties. The Layer Properties dialog box opens.
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Step
Action and Result
Step 3
In the far left-hand pane click Labels. The options to change the label display properties open in the
main window.
Step 4
To change the attribute field, click on the drop-down menu for Label this layer with at the top of
the screen and select the desired option.
Text style changes the font, style, size, color, transparency, type case, and spacing of layer labels.
Other style options are shown below.
5.11.2.7 Using the Table of Contents Toolbar to Manage Layers
Using the buttons on the toolbar located at the top of the Table of Contents, layers or groups
may be added and removed, layer visibility managed, the legend filtered by map content, and
all sections of the Table of Contents list and group layers expanded or contracted at once.
The Table of Contents (Figure 40) toolbar contains the items shown below:
Figure 40. Table of Contents Toolbar
Table 16 describes the function of each of the buttons on the toolbar.
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Table 16: Table of Contents Toolbar Buttons
Button
Name
Function/Description
Add Group
Organize layers in the Table of Contents into groups.
Manage Layer
Visibility
Preset views in the Table of Contents.
Filter Legend by
Map Content
Removes from the Table of Contents display any layers that
are not currently in the Map View extent. This feature ensures
that the Table of Contents does not contain entries for items
not currently in the Map View.
Expand All
Expands the Table of Contents menus (+) to display all layers
under each group’s menu.
Collapse All
Collapses the Table of Contents menus (-) to show only
groups.
Remove
Layer/Group
Remove a layer or group from the Table of Contents.
Preset Views in the Table of Contents
Preset views in the Table of Contents are added by clicking on the Manage Layer Visibility
button on the Table of Contents toolbar. Layers can be displayed with specific categorization
and added as a view option to the Presets list.
To add a preset view:
Click on the Manage Layer Visibility button and choose ‘Add Preset…’ from the drop-down
menu (Figure 41).
Figure 41. Manage Layer Visibility Dropdown Menu
When the Visibility Presets pop-up appears (Figure 42), enter the name of the new preset and
click OK.
Figure 42. Visibility Presets Pop-up Window
Note: A list of all presets can be viewed by clicking on the Manage Layer Visibility button.
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5.12
Menu & Toolbar
The Main Menu, the Standard toolbar, and the SDRP toolbar (Figure 43) are located at the top
of the GUPS page. These toolbars offer general GIS and system tools used to make SDRP
updates.
Figure 43. Menu, Standard Toolbar, and SDRP Toolbar
Note: Although the Menu is always located at the top of the page and cannot be moved, the Standard
and SDRP toolbars can be moved to different positions and resized depending on user
preferences.
Hovering over a toolbar button will display a tooltip that provides a name for that tool.
The following section describes the Menu, the Standard toolbar, and the SDRP toolbar.
5.12.1 Menu Tabs
Table 17 below defines each of the tabs on the main Menu, provides an image of the
drop-down options for each, and describes each tab’s function.
Tab
Project
Edit
U.S. Census Bureau
Table 17: Menu Toolbar Tabs and Their Functions
Drop-down Menu
Function/Description
From the Project tab, Click Save to save a project. Click on
Save as Image to create an image file of the map in the Map
View or exit the application.
When using Save as Image, the GUPS provides various image
files type formats when exporting a map view (.png, .jpg, .tif,
etc.).
From the Edit tab, click Undo to undo your last action or
Redo the action.
Note: The correct layer must be selected first from the Table
of Contents in order for the edit to work properly. For
example, if a linear feature is added to the Edges layer, then
that layer is deselected by selecting the faces layer, Undo will
not delete the linear feature. The Edges layer must be
selected to undo the added linear feature.
Note: Multiple actions can be undone on a single layer (e.g.,
the addition of several linear features) if the project has not
been saved. If the project is saved, the Undo option is
disabled.
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Tab
View
Drop-down Menu
Function/Description
The View tab includes options for navigating the map,
identifying feature attributes, measuring distance, and
creating spatial bookmarks.
This location also provides a way to:
:
Set what toolbars display.
Restore the Table of Contents if it has been closed
(click ‘Panels’ in the drop-down menu, click the right
arrow, click ‘Layers’ in the Layers down-menu).
Refresh the map to restore it to the original map
extent.
Layer
The Layer tab provides access to adding and removing layers
from the map, opening the layer’s attribute table, setting the
map projection or Coordinate Reference System (CRS), and
displaying or hiding layers.
Note: Many of these same functions are more conveniently
located on the Add Layers toolbar and the small toolbar at
the top of the Table of Contents.
Settings
The Settings tab provides access to Custom CRS settings and
map display options and setting snapping tolerances (see
instructions below this table).
Note: Snapping Tolerances - Snapping tolerances in GUPS
are pre-defined by layer (e.g., the default tolerance for edges
is set to 15 pixels). When making boundary changes, the
snapping can be adjusted per layer depending on user
preference. To do this, follow the steps in Table 18: Adjust
Snapping Tolerances.
Vector
The Vector tab provides access to QGIS Geoprocessing Tools.
These tools include buffers, area overlay operations such as
intersection, union, or symmetrical difference, as well as
other common geoprocessing actions.
Raster
The Raster tab provides access to a Raster Calculator, which
performs calculations on pixel values of a raster data set. It
includes a Georeferencer tool, which can be used to assign
coordinates to the raster, and access to the Terrain Analysis,
Projection, Conversion, Extraction, Analysis, and
Miscellaneous Tools to assist in drawing land details.
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Tab
Processing
Drop-down Menu
Function/Description
The Processing tab provides access to other non-GUPS
functionality such as model creation, viewing the results of
models executed, and history.
Help
The Help tab provides tools for understanding QGIS (the
open-source platform on which GUPS was developed) and the
GUPS application itself. Under the GUPS Help menu, an
external web link is provided that includes additional
information such as contact information and access to the
online version of this guide.
GUPS
The GUPS tab provides quick access to the key tools also
available on the Standard and SDRP toolbars, including those
needed to manage maps,
make Geographic updates,
Click the About GUPS option in
the drop-down menu to find the
GUPS version number. This
number will be required if
technical assistant is needed.
Here the version number is
5.12.3-current_20171114. The
number you see may be more
recent.
Quality Control,
Import County ZIP Files from other users, and Export Maps,
and
Add Imagery and Internet Map Service
.
5.12.1.1 Adjusting Snapping Tolerances
The GUPS loads with a predetermined default snapping tolerance. The snapping tolerance can
be adjusted by following the steps in the following table.
Table 18: Adjust Snapping Tolerances
Step
Step 1
U.S. Census Bureau
Action and Result
In the Settings tab, drop-down menu click on Snapping options.
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Step
Action and Result
The Snapping options dialog box opens.
Step 2
From the Snapping mode drop-down menu, select whether the tolerance adjustment should apply
to the current layer or to all layers.
Step 3
From the Snap to drop-down menu, choose the snapping method.
Step 4
From the Tolerance drop-down, menu use the up and down arrows to select the tolerance value.
Then choose the map units in the drop down to the right.
Step 5
To enable topological editing and/or snapping on an intersection use the checkboxes next to each.
Step 6
Click OK. The new snapping tolerances are set.
5.12.1.2 Standard Toolbar Buttons
The Standard toolbar provides the navigation tools to interact with the map and layers
attribute tables.
Figure 44. Standard Toolbar Buttons
The first sub-toolbar contains the Save button, Map Management button (opens the Map
Management dialog box), and the Search button. The second sub-toolbar provides tools for
viewing and navigating the map in Map View, and the third sub-toolbar is used to identify,
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select, and deselect features on the map, make measurements, create spatial bookmarks, and
work with the layers’ attribute tables.
The location of the sub-toolbars can be moved by simply left-clicking the parallel lines
preceding the sub-toolbar and while holding down the left mouse button, dragging the subtoolbar to the desired location.
To identify tools for viewing and navigating the map in Map View, review tools in Table 19
below.
Table 19: Standard Toolbar Buttons
Button
U.S. Census Bureau
Name
Function/Description
Save
Saves the current GUPS project, including any changes to layer properties,
projection, last viewed extent, and layers added.
Map Management
Provides access to the geographic partnership programs in the GUPS. Map
management will automatically load default map display layers based on the
program chosen.
Clean GUPS Data
Warning! This tool deletes files and folders permanently! Single or multiple
county project(s) can be deleted. The color red highlights the active project
in the current session. Cleanups that include the current session will cause
the GUPS to shut down.
Search and Zoom
Choose to search a map by Place, Landmark, or Street Name.
Touch Zoom and Pan
Designed for touchscreen computers. Fingers gestures are used to zoom and
pan the map displayed in the Map View as well as increase or decrease the
map scale.
Pan Map
Shifts the map in Map View without changing the map scale. Click the
button and then click a location on the map to re-center the map to the
clicked location.
Pan Map to Selection
Shifts the map in Map View to the rows selected in the attribute table for a
selected feature. After selecting a feature(s), click the button to re-center
the map based on the selected feature(s).
Zoom In
Displays the map in Map View at a larger scale. Click the button and then
click on the map at the location to which you want to zoom.
Zoom Out
Displays the map in Map View at a smaller scale.
Zoom Full
Displays the map in Map View at a smaller scale and zooms the map view to
the full extent of the county.
Zoom to Selection
Zooms the Map View to the rows selected by query in the attribute table for
a feature(s). After selecting a feature(s) on the map, click the button to view
the feature(s) at a greater map scale.
Zoom to Layer
Zooms the Map View to the layer selected in the Table of Contents. After
selecting the layer, click the button to zoom to the layer’s extent.
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Button
Name
Function/Description
Zoom Last
Zooms the Map View to the previous map extent.
Zoom Next
Zooms the Map View forward to the next map extent (only if a previous
extent is available).
Refresh
Displays the Map View to initial full display.
Identify Features
Identifies geographic features. Click the button and then click on a feature
on the map to identify the feature at the location.
Select Features by
Area or Single Click
Allows the user to select layer features in the map window with a single
click, by dragging the cursor, or by drawing graphics on the screen.
Deselect Features
from All Layers
Deselects selected features from all layers.
Measure
Provides options to measure linear distance, area, and angles on the map.
New Bookmark
Creates and names a spatial bookmark of the current Map View.
Show Bookmarks
Display all user-defined bookmarked.
Most of the sub-toolbar buttons defined above are straightforward: however, those related to
features require further explanation. These buttons are utilized to identify and select/deselect
features on the map and to view feature attributes. They are also be used to make
measurements and create spatial bookmarks.
5.12.1.3 Identify a Feature Using the Identify Features Button
To identify a feature on the map follow the steps in Table 20.
Table 20: Identify a Feature on the Map
Step
Action and Result
Step 1
Click the Identify button on the Standard toolbar.
The cursor arrow will display with an ‘i’ beside it.
Step 2
Right-click on the feature. The results display in a drop-down menu on the map.
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Step
Action and Result
To see all attributes for the feature, select Show attribute table in the faces drop down menu.
Alternatively, click the Identify button, then left-click on the feature. The feature turns red (color may
vary) and the Identify Results screen opens under the Table of Contents, showing the feature
attributes. (Note that here we have dragged the screen from beneath the Table of Contents.)
5.12.1.4 Using the Select Features and Deselect Features Buttons
The Select Features button provides several ways to select features in the Map View. The
Deselect Features from All Layers button will deselect previously selected features. Table 21
describes each of the feature selection methods and explains how to deselect features.
Table 21: Select/Deselect Features on the Map
Step
Step 1
Step 2
Step 3
Step 4
U.S. Census Bureau
Action and Result
To begin, click on a layer name in the Table of Contents. For example, to select a linear feature, click
on the edges layer. To select faces, click on the faces layer.
Then click once on the Select Features button on the Standard Toolbar.
Note that this button will change appearance when clicked (see the buttons altered appearance in
Step 5).
To select an edge or face on the map, click on it. In this example, select the ‘faces’ layer in the Table
of Contents. Click on a face in the map view. The selected face turns cyan blue (color may vary).
To select more than one face hold down the CTRL key while clicking on the additional face. This
method is useful when selecting noncontiguous faces, as shown below.
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Step
Step 5
Step 6
Action and Result
To select multiple features, click the Select Feature button, then drag the cursor over the features
on the map. This method is useful when selecting a large number of contiguous faces or a large
number of nearby linear features.
To open other Select Features options click on the down arrow to the right of the Select Features
button. The Select Features drop-down menu opens.
Note that when the menu opens, the button’s appearance changes.
The first option in the menu, Select Feature(s), duplicates the functions made available in the Select
Features button on the main toolbar.
Step 7
The second option, Select Features by Polygon, select features via a polygon drawn around the
features on the map. To use this feature, select it in the drop-down menu then follow the steps
below.
Step 8
Left-click on the map to begin the polygon. Drag the cursor to extend the line, left-click, and then
extend the line in a new direction. Finish by closing the polygon, as shown below.
Step 9
To complete the selection, right-click. The GUPS selects the faces (highlighted in cyan).
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Step
Action and Result
Step 10
Select Features by Freehand selects features based on user-defined shapes drawn on the map.
Step 11
Step 12
To use this option click on the map and use the cursor to draw any shape (polygon, triangle, circle,
etc.). Features that either cross or are contained within the selection area will be highlighted cyan.
The final option, Select Features by Radius, selects features by defining a circle around the features
to select.
To use this tool, left-click on the map, then hold down the mouse and drag the cursor outward to
expand the circle. Release the mouse when done. The feature(s) selected is (are) highlighted in cyan.
To deselect a feature or features automatically click the Deselect Features from All Layers button
(next to the Select Features button) once.
The selected features in all layers are deselected.
5.12.1.5 Select by Geography
It is possible during the SDRP that changes to school districts will be made based on existing
census geography (Table 22). For example, creating a new school district based on incorporated
places. Instead of selecting each face (polygon), the Select by Geography tool will select all of
the faces (polygons) of the chosen geography at once.
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Table 22. Making Changes to School Districts Based on Existing Census Geography
Step
Action and Result
Step 1
From the Modify Area Feature tool select the down arrow on the Select Features tool.
The Select by Geography layer window opens (this is a dockable window).
Step 2
U.S. Census Bureau
Selecting a layer from the Select by Geography window activates the geography for that layer
and limits the selection of features to that geography. In this example, all faces of an
incorporated place are selected for inclusion in a new elementary school district.
Select Incorporated Place from the Select by Geography layer window. Make sure that the
visibility for the Incorporated Place layer is turned on in the table of contents.
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Step
Action and Result
Step 3
Zoom to La Harpe City.
Step 4
With the Select by Geography tool active, left mouse click on any of the faces inside La Harpe
City. The Select by Geography tool selects (highlights yellow) all faces (polygons).
Note: There may in a lag between when the geography/faces are chosen and when the GUPS
completes the selection. This is common when selecting large geography/school district areas
that contain many faces. If there is a noticeable lag, this generally indicates that the GUPS is still
processing the selecting faces.
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Step
Action and Result
Step 5
From the Modify Area Feature tool, select the Add New District button, fill in attributes for the
new school district, and select OK.
Step 6
All faces of the incorporated place of La Harpe City are now included in the La Harpe City
Elementary School District.
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5.12.1.6 Determine Distance, Area, and Angles on the Map
To measure the distance between two or more points, area, or an angle on a map, follow the
steps Table 23.
Table 23: Measure Distances, Area, and Angles on a Map
Step
Action and Result
Step 1
Click the Measure button on the Standard toolbar.
The Measure button drop-down menu opens.
Step 2
To measure the distance between two points on the map select Measure Line in the drop-down
menu.
The Measure (OTF on) box opens.
Step 3
Zoom to a location on the map. Click on the beginning point on the map and right-click to finish. The
length of each line segment, as well as the total length of the line between the beginning point and
the ending point, appear in the Measure (OTF on) box.
Step 4
To measure area on the map, select Measure Area in the drop-down menu.
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Step
Action and Result
The Measure box opens.
Step 5
When the box opens, left-click on the map to begin drawing a polygon and then left-click to create
the vertex of the polygon. Right-click to finish. The area the polygon encompasses appears in the
Total field. Use the drop-down list to the right to see the area in other units of measure.
To begin a new measurement, click the New button.
To measure an angle on the map, first select the Measure Angle option in the drop-down menu.
Left-click on the map to begin drawing the angle. Then left-click on the map to begin drawing another
angle. Drag the mouse (but do not hold down the mouse button) to create the first side of the angle.
Then left-click. Drag the mouse again (again without holding down the mouse button) to draw the
second leg. The Angle box opens showing the angle measurement.
5.12.1.7 Save Locations on a Map Using the Bookmark Button
To save geographic locations on a map and view them later follow the steps in Table 24.
Step
Step 1
Table 24: Bookmark Locations on a Map
Action and Result
Zoom to a location on the map in the Map View and click on the New Bookmark button on the
Standard toolbar.
The Geospatial Bookmarks box opens.
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Step
Step 2
Action and Result
Click on the row named ‘New bookmark.’ Backspace over ‘New bookmark’ and type in a descriptive
name for the bookmark (255-character limit). Click the Close button to create the bookmark.
Step 3
To view and manage spatial bookmarks click on the Show Bookmarks button on the Standard
toolbar. The Geospatial Bookmarks dialog box again opens.
To zoom to a bookmark, click on a bookmark name in the dialog box and then click the Zoom to
button.
To delete a bookmark click on the bookmark name then press the Delete button.
Bookmark names and coordinates are edited from the Geospatial Bookmarks dialog box.
5.12.2 SDRP Toolbar Buttons
The SDRP toolbar (Figure 45) provides the program-specific functions needed to complete the
SDRP review and update activities, as well as to import and export zipped shapefiles.
Figure 45. SDRP Toolbar Buttons
Each toolbar button function is described in Table 25.
Button
Name
Add Linear Feature
Table 25: SDRP Toolbar Buttons
Function/Description
Add a new linear feature.
Delete/Restore Linear feature
Delete or restore an existing linear feature.
Display All Names
Display the primary name of a feature, as well as its
alternate name(s). Display all names for a street with
multiple names assigned in the MAF/TIGER System
Make updates to school districts (Boundary Change,
Complex Consolidations, Complex Dissolutions and New
District etc.).
Modify Area Feature
U.S. Census Bureau
Show/Hide Legend
Shows or hides the legend.
Geography Review Tool
Review the attribute table for layers that exist in the Table
of Contents.
Review Change Polygons
Review change polygons in a layer and make corrections.
SDRP Criteria Review Tool
Review potential criteria data errors and informational
warnings.
Import County Zip
Import zipped Census Bureau shapefiles shared by another
GUPS user.
Export to ZIP
Create the zip file containing all required data and
shapefiles to submit to the Census Bureau.
Export Map to Print
Export a printable map in .pdf, .png, .tif, or jpeg format.
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5.12.3 Status Bar
The Status bar (Figure 46) at the bottom of the GUPS main page displays information about the
map from the current map scale to mouse cursor coordinates.
Figure 46. Status Bar
Table 26 describes each element of the Status bar.
Table 26: Status Bar Elements
Item
Description
Coordinate
Scale
Toggles between the coordinate position of the mouse cursor or the map view extents as the
map is panned and zoomed.
Shows the current position in map coordinates (default is decimal degrees for GUPS) as the
map cursor moved across the map.
Shows the ratio between the distance on the map and distance on the ground based on
current map units.
Rotation
Shows the map rotation.
Render
Temporarily prevent layers from drawing. Enable by clicking the checkbox immediately to the
left of “Render.”
Clicking on the icon opens the projection properties for the current map.
5.13
How to Import User-Provided Data into GUPS
The GUPS is a full GIS software. It provides all the standard GIS software capabilities including
importing user data. The sections below explain the different types of data that may be
imported into GUPS and how to do it.
5.13.1 The Add Data Toolbar
To import an image, geodatabase, web-mapping service, or other data layers into GUPS, use
the Layer drop-down menu from the standard toolbar (Figure 47).
Figure 47. Layer Dropdown Menu from the Standard Toolbar
Button
U.S. Census Bureau
Name
Table 27: Add Data Toolbar Buttons
Function / Description
Add Vector Layer
Add shapefile and geodatabase files.
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Button
Name
Function / Description
Add Raster Layer
Add raster datasets such as imagery.
Add PostGIS
Layer
Add PostGIS layer.
Add SpatialLite
Layer
Add data from a SpatialLite database.
Add MS SQL
Layer
Add MS SQL 2008 Spatial data.
Add Oracle
Spatial Layer
Add a spatial layer from an Oracle database.
Add Oracle
GeoRaster Layer
Add raster imagery from an Oracle database.
Add
WMS/WM(T)S
Layer
Add WCS Layer
Add Web Mapping Services and Web Mapping Tile Services. Publicly
accessible and secured WMS services are supported.
Add WFS Layer
Add Web Feature Services.
Add Web Coverage Services, which provide access to raster data useful
for client-side map rendering.
5.13.2 How to Upload User-Provided Data Layers
The GUPS supports vector data in a number of formats, including those supported by the OGR
library data provider plugin, such as Esri shapefiles, MapInfo MIF (interchange format), and
MapInfo TAB (native format). It also supports PostGIS layers in a PostgreSQL database and
SpatiaLite layers.
User-provided data layers: Below are the steps to import the most commonly used data
formats. To upload shapefile or geodatabase data layers, follow the steps in Table 28.
Step
Table 28: Load Shapefiles / Geodatabase Layers
Action and Result
Step 1
Begin the upload. Click Add Vector Layer
Layer dialog box opens.
Step 2
Step 3
U.S. Census Bureau
from the Layer drop down menu. The Add Vector
In the Encoding drop-down menu, the default value is ‘System.’ If an error message is received when
opening the file, use the drop-down to select UTF-8. UTF-8 populates the Encoding field.
Click the Browse button and navigate to the folder where the shapefile or geodatabase is saved on the
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Step
Step 4
Action and Result
computer.
Left-click the file to upload then click the Open button. If there are multiple shapefiles to load, press
the CTRL button on the keyboard while left-clicking each shapefile to load into the project. The
shapefile/geodatabase is added to the Table of Contents and to the Map View window.
To load data from a web mapping service, follow the steps in Table 29.
Step
Table 29: Load Data from a Web Mapping Service
Action and Result
Step 1
Step 2
Step 3
Step 4
Step 5
Begin the upload. Click the Add WMS/WM(T)S Layer button
on the Add Data toolbar. The Add
Layers from a WM(T)S Server dialog box opens.
Select the web mapping service. Click the Layers tab, and then click the New button under the tab.
The Create a new WMS Connection dialog box opens.
In the Name field type a name for the web mapping imagery service. In the URL field type the URL for
the service. If the service requires a user name and password, type them in the fields provided. Click
OK. The service will be added to the drop-down menu for web mapping services appearing just below
the Labels tab.
Note: If working inside a firewall there may be a prompt to enter a user name and password to obtain
resources from outside the firewall.
Select the imagery service added in the drop-down menu. The available layers appear in the
ID/Name/Title/Abstract box.
Click on the layer to display and then click the Add button. The Web Map Service (WMS) is added to
the map showing in Map View and to the Table of Contents.
When the WMS is added, it displays over the top of other layers selected for the Map View. To make it
display below these layers, click on the WMS layer and, while holding down the mouse button, drag it
to the bottom of the Table of Contents.
For situations where there is no access to a web mapping service, a poor Internet connection,
or a restrictive firewall, other types of imagery files may be added to GUPS (e.g., a county or
state imagery dataset). To add imagery files, follow the steps below.
Table 30: Add Imagery Files
Step
Action and Result
Step 1
Step 2
Step 3
Click the Add Raster Layer
button on the Add Data toolbar. The Open a GDAL Supported Raster
Data Source dialog box opens.
Navigate to the folder on the computer where the imagery file is stored.
Select the file, and then click Open. The file loads into GUPS.
5.13.3 Changing Working Directory and Cleaning GUPS Data
The GUPS Data Settings Tool allows the user to start over with a brand new project or change
the working directory for GUPS.
Note: If using this tool to start over on an existing project, be aware that this tool permanently deletes
all files in the GUPSGIS data folder. Once these files have been deleted, they cannot be
recovered.
5.13.4 Changing the Working Directory
When installing the GUPS, the working directory, or GUPSGIS folder, is saved by default in the
home directory (typically this is the My Documents folder) unless the user specifies a different
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path. To change the location of the working directory after GUPS has been installed, use the
Change Folder button in the GUPS Data Settings tool (Table 31).
Note: All projects must be closed to change the working directory. If a project is open in GUPS, the
Change Folder button is not active.
Table 31: Cleaning GUPS Data
Step
Step 1
Action and Result
Click the Change Folder button in the GUPS Data Settings tool.
A notification dialog box pops up asking the user to check that there are no custom layers in the
project. Custom layers are any data in the project that is stored outside the GUPSGIS data folder,
for example, a reference shapefile. Only layers stored in the GUPSGIS folder are copied through
this action. Click OK.
Step 2
The next screen to appear is the Select Directory dialog box. From this screen choose the location
for the new working directory. In this example, the Documents folder is chosen as the new
location for the GUPSGIS data folder. Click the Select button.
Step 3
GUPS displays a progress bar to indicate that it is moving the folders and contents of those folders
to the new directory.
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Step
Action and Result
Once all files have been copied, the GUPS displays a final notification that the move was successful
and that the GUPS must be restarted.
Step 4
To confirm that the working directory has been changed, open the GUPS Data Settings tool and
check the folder location for GUPS Home, Data Location, and Log Location.
5.13.5 Cleaning GUPS Data
Figure 48. GUPS Data Settings Window
The GUPS Data Settings tool (Figure 48) offers three clean data options: Clean by Project, Clean
by Program, and Clean All GUPS Data.
5.13.5.1 Cleaning by Project
Clean by Project (Figure 49) allows the user to delete data/files per project. This can be useful if
there is a single project that is no longer needed or the user would like to restart the project
with the original Census Bureau data. The red dotted highlighted item indicates a project that is
currently in use in the GUPS. To delete a project, select the checkbox next to the project then
select OK. To ensure that all data and files have been deleted, restart QGIS/GUPS by closing the
program and reopening it again.
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Figure 49. Clean by Project Window
5.13.5.2 Cleaning by Program
In order to delete all projects associated with a certain program, use Clean by Program (Figure
50). To ensure that all data and files associated with a program are removed, restart
QGIS/GUPS by closing the program and reopening it again.
Figure 50. Clean by Program Window
5.13.5.3 Cleaning All GUPS Data
The final option is to Clean All GUPS Data (Figure 51). As the name implies, this deletes all
GUPS data located in the GUPSGIS data folder in the home directory. This permanently deletes
all files and folders, so once the tool has finished, files and folders cannot be recovered. Select
OK and GUPS should automatically restart. In the event that GUPS does not automatically
restart, manually restart QGIS/GUPS to ensure that all data has been deleted.
Figure 51. Clean All GUPS Data Window
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5.13.6 Modify Area Feature Tool
The Modify Area Feature tool (Figure 52) contains the functionality (Table 32) used to make
most geographic and attribute updates during the SDRP. Once open, the Modify Area Feature
tool becomes active upon selecting a Geography (a school district level including Elementary,
Secondary, or Unified) and an Action (Boundary Change, Complex Consolidation, Complex
Dissolution, or New District).
The Modify Area Feature tool displays all school districts for the selected school district
geography in the working county and any project loaded adjacent counties. School districts can
be identified in the Map View from the info list in one of two ways:
A single left mouse click on a school district highlights the district on the map but does not zoom
to that school district.
A double left mouse click both highlights and zooms to the full geographic extent of the selected
school district in the map view.
Figure 52. Modify Area Feature Tool
Table 32: Options and Icons for the Modify Area Feature Tool
Icon
Option
Results
Select Target Layer
Select Features
Add Area
Remove Area
U.S. Census Bureau
Selects a target area (school district) by clicking on the map rather than
selecting from the Modify Area Feature tool info list.
Selects individuals faces (polygons).
Adds selected area to the chosen geography based on the desired
action.
Removes selected area from the chosen geography.
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Icon
Option
Results
Note: This action is only available if completing a boundary change for
secondary school district geography.
5.14
Previous/Next NonContiguous Area
New District
Cycles through non-contiguous areas.
Modify Attributes
Opens editable attributes dialog window for selected target layer.
Remove Area
Feature
This tool is disabled and not used during the SDRP.
Creates a new school district based on chosen geography.
How to Import a Shared ZIP Shapefile
To import Census Bureau shapefiles already updated by another user, use the Import Project
ZIP File button (available both on the SDRP toolbar and in the Map Management dialog box),
then follow the steps in Table 33.
Step
Step 1
Table 33: Import a ZIP File Shared by Another User
Action and Result
Click the Import Project ZIP File button in the upper left-hand corner of the Map Management dialog
box:
OR on the SDRP toolbar:
Step 2
The Open window appears.
Step 3
From this window, click on the Computer icon (called My Computer in some versions of Windows)
Step 4
located in the far-left-hand pane.
When the list of directories opens navigate to the location where the shared zip file is located.
Click once on the file, then click the Open button.
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Step
Action and Result
The file loads into Map View.
5.15
How to Use the GUPS Review and Validation Tools
The GUPS provides three tools—the SDRP Criteria Review tool, the Geography Review tool,
and the Review Change Polygons tool to help review and validate the updates made during the
SDRP.
5.15.1 Using the SDRP Criteria Review Tool
The SDRP Criteria Review tool (Table 34) is a validation tool that reviews spatial and attribute
changes made during the SDRP. This tool to ensures that all changes correctly follow Census
Bureau data submission guidelines, and it enables allows corrections on any item that is flagged
for review by the SDRP Criteria Review tool (Table 35). The review tool has two problem types:
errors and warnings (Table 34). Errors are critical data issues that must be fixed before
exporting data to the Census Bureau. Warnings are issues that the Census Bureau would like
the mapping coordinator to review. This tool reviews six primary criteria:
Table 34: SDRP Criteria Review Tool Error and Warning Messages
Criteria
Error/Warning
Fix/Ignore
Grade Range Overlap
Error
Must fix
Grade Range Coverage Gap
Error
Must fix
Partially Dissolved School District
Error
Must fix
School District has Less than 10 Faces Warning
Fix or Ignore
Non-contiguous entities
Warning
Fix or Ignore
Multiple Secondary School Districts
Warning
Fix or Ignore
(SCSDs) to a single Elementary School
District (ELSD)
Table 35: SDRP Criteria Review Tool
Step
Action and Result
The SDRP criteria review tool is a mandatory tool that must be run before the export of the file to the
Census Bureau. The mapping coordinator must resolve all errors and fix or ignore all warnings before
the GUPS allows the export of the file.
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Step
Action and Result
Step 1
Open the SDRP Criteria Review tool from the SDRP toolbar.
Once clicked, the tool may ask to save the project before the tool can run, as the SDRP Criteria
Review tool requires all edits to be saved prior to review. If this message appears select Yes. The
following dialog box appears indicating the tool’s progress in reviewing all criteria checks.
If the tool determines that spatial and attributes changes have passed review, the following dialog
box appears. The option to open the SDRP Criteria Review tool is presented in the event that the
user would like to review any warnings that were previously fixed. In this scenario, all features have
passed the criteria review. If errors are found, proceed to the following sub-sections for detailed
instructions on fixing the various error types that can occur during the SDRP Criteria Review.
5.15.1.1 Grade Range Overlap Error
Grade Range Overlaps (Table 36) occur when one school district contains grade ranges that also
exist in another school district occupying the same area. For example, an elementary school
district has a grade range of PK-9 while the underlying secondary school district has a grade
range of 9-12. This is considered a grade range overlap since both the elementary school district
and the secondary school district have ‘9th grade’ in their respective grade ranges. Grade range
adjustments need to occur for either the elementary school district or secondary school district
to correct this error.
Note: The scenarios provided in the following sub-sections are intended to be an introduction on how
to resolve criteria errors in GUPS and not a comprehensive list of all possible scenarios and
solutions that can occur. The steps taken to resolve real-world criteria errors largely depend on
the type of edits completed and the local, specialized school district knowledge the mapping
coordinator has when making updates during the SDRP.
Table 36: Grade Range Overlap Error
Step
Action and Result
Step 1
In this fictitious example, the SDRP Criteria Review tool flagged a grade range overlap that exists
between Dallas Elementary School District and Illini West High School District.
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Step
Step 2
Action and Result
Reviewing the error indicates that both the elementary school district and the secondary school
district (Illini West High School District 307) have ‘9’ in their grade range coverage. Dallas Elementary
School District 327 grade range should only include PK-08. Therefore, an attribute change must occur
for Dallas Elementary School District to resolve this issue.
To fix the grade range overlap, select Dallas Elementary School District 327 from the Modify Area
Feature tool info list as the target layer, then select the Change Attributes button from the Modify
Area Feature tool.
The Change Attributes dialog box opens with the editable attributes fields for Dallas Elementary
School District.
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Step
Action and Result
Step 3
Change the High Grade attribute from 09 to 08. Then select OK.
Step 4
In the SDRP Criteria Review tool select the Save button.
Once the tool has refreshed a message displays saying all features pass criteria review.
5.15.1.2 Grade Range Coverage Gap Error - Incorrect Attributes
Grade Range Gaps can occur when one, or more, school district geographies have missing grade
ranges.
Figure 53. Three Grade Range Gap Error Attributes
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In this fictitious example three grade range gaps (Figure 53) have been found that exist
between multiple school districts. A closer look reveals that three different elementary school
districts (Carthage Elementary School District 317, La Harpe Community School District 347, and
Dallas Elementary School District 327) share the same secondary school district coverage with
Illini West High School District 307. A review of the grade ranges included in the description
highlights where this gap exists. In all three cases, ‘9’ is missing from the grade range coverage.
A grade range attribute change could be made to either the elementary school district or the
secondary school district to include ‘9’ in the grade range coverage. It requires the use of local
knowledge and expertise to determine which of these school districts should include coverage
up to the 9th grade. In this example, apply a grade range change to the secondary school
district coverage for Illini West High School District. Once fixed, refreshing the SDRP Criteria
Review tool removes the first two errors and includes only one remaining error (Figure 54).
Figure 54. Last Remaining Grade Range Error
The last remaining error indicates that a grade range gap still exists. Reviewing the error
description indicates that the gap exists on Dallas Elementary School District since this school
district is missing the initial required coverage for elementary school districts (PK, K, or 01).
Dallas Elementary School District should include ‘PK’ grade coverage. Changing the attributes to
include this grade level resolves this error (refer to Grade Range Overlap on how to change
school district attributes).
5.15.1.3 Grade Range Coverage Gap Error - Missing School District Geography Coverage
It is possible that a grade range coverage gap exists because school district geography coverage
is missing entirely. For example, during a Complex Consolidation or Boundary Change, faces
(polygons) from a unified school district are added to an elementary school district. The unified
school district faces that now belong to the elementary school district are missing secondary
school district coverage because the GUPS does not automatically apply secondary coverage.
Instead of an attribute change, the grade range gap is resolved by adding the secondary school
district coverage to those new elementary school district faces via boundary changes.
5.15.1.4 Partially Dissolved School District Error
If during a Complex Dissolution a school district has not been completely dissolved into the
target school district(s), the SDRP Criteria Review tool flags this partially dissolved school
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district as an error (Figure 55). In the example below, Hamilton Community School District 328
has been flagged as being partially dissolved.
Figure 55. SDRP Criteria Review Dialog Box Showing a Partially Dissolved School District Error
The description states how many faces remain to dissolve. In this example, Hamilton
Community Consolidated School District 328 has 34 faces that need to be dissolved in order to
complete the dissolution. Open the Modify Area Feature tool and complete the Complex
Dissolution for Hamilton Community Consolidated School District 328. When all faces have
been dissolved, select Save in the SDRP Criteria Review tool to rerun the tool to confirm that
the error has been resolved. If all faces have been dissolved and no other informational
warnings or errors exist, the SDRP Criteria Review tool indicates that all criteria have passed
review.
5.15.1.5 Informational Warning - School District Has Less Than 10 Faces
A school district with fewer than 10 faces is considered an informational warning. Unlike errors,
which must be fixed, informational warnings do not require fixing before exporting the file to
the Census Bureau. They can either be ignored or fixed. The purpose of these informational
warnings are to alert users of any potential data issues created during the SDRP editing phase.
For example, if during the criteria review a school district is flagged as having less than 10 faces,
review to determine if this is an error that needs to be addressed or one that can be ignored.
Consider the following fictitious example. A new elementary school district has been created to
be coextensive with the incorporated place of Bentley Town. After running the SDRP Criteria
Review tool check, an informational warning occurs notifying that Bentley Town Elementary
School District is made up of only 10 faces (Figure 56).
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Figure 56. Informational Warning Notification
Reviewing the geography for Bentley Town Elementary School District indicates that not all
faces (highlighted in yellow) for the incorporated place of Bentley Town were selected. To
resolve this warning a Boundary Change (Figure 57) needs to occur to add these remaining
faces (polygons) in Bentley Town to Bentley Town Elementary School District.
Figure 57: Boundary Change to Add Remaining Faces (Polygons)
Note: The GUPS reviews informational warning on both edits made during the SDRP and also data that
is provided by the Census Bureau.
5.15.1.6 Non-contiguous Entities
A noncontiguous entity is another type of informational warning that the GUPS provides as a
means of data review. Just like the previous informational warning, noncontiguous entities can
either be ignored or fixed. The noncontiguous entity warning can be useful if, for example,
during the creation of a new school district, some faces (polygons) were missed.
It is possible to ignore a noncontiguous warning. If modifying or creating a school district has
resulted in a noncontiguous school district with legitimate data changes, the criteria review
gives the option to ignore the warning.
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Note: This informational warning is reviewed only on the edits made during the SDRP.
5.15.1.7 Multiple Secondary School District (SCSD) to Single Elementary School District
(ELSD)
The final type of informational warning (Figure 58) is multiple secondary school districts to a
single elementary school district.
Figure 58: Informational Warning Resulting from Multiple
Secondary School Districts Assigned to a Single School District
The SDRP Criteria Review tool has found that ELSD 03840 Concord School District is covered by
multiple SCSDs. Upon review, a boundary correction to ELSD Concord resulted in a single face
being covered by SCSD Lincoln-Sudbury while the balance of Concord is covered by SCSD
Concord-Carlisle. Resolving these types of warnings will largely depend on the local, specialized
knowledge regarding the behavior of school district geography. For this example, the following
three solutions could be used to resolve this warning (Figure 59).
Ignore – The change in geography is correct and should be left as is.
Boundary Change – The face (polygon) should belong to ELSD Lincoln-Sudbury School District
and not ELSD Concord School District.
New SCSD – Include this face (polygon) in a new secondary school district.
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Figure 59. Three Options to Resolve Potential Geographical Errors
5.15.1.8 Show All Ignored Informational Warnings
When informational warnings have been ignored by checking the box next to the warning and
saving, the SDRP Criteria Review Tool removes these items from the Criteria Fail list. To review
any previously ignored informational warnings, select the show all check box. Unchecking the
show all check box hides these items from the Criteria Fail list Figure 60.
Figure 60: SDRP Criteria Review Information Only Check Box
Note: When the Show All checkbox is selected the Ignore checkbox for previously ignored informational
warnings is disabled. Informational warnings marked as ignore cannot be undone once changes
are saved in the SDRP Criteria Review Tool.
5.15.2 Geography Review Tool
The Geography Review tool filters the map layers based on various fields in the attribute table.
Use this tool to check the changes made to linear features and school districts anywhere within
a county (Also use this tool to view the attributes of entities, features, and boundaries that
were not changed).
Note: The Geography Review Tool is a read-only review tool and may not be used to edit.
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Instructions for how to use the Geography Review tool information appear in Table 37 below.
Table 37: Using the Geography Review Tool
Step
Action and Result
Step 1
Begin by opening the Geography Review tool from the SDRP toolbar.
Step 2
The Geography Review Tool dialog box opens.
Step 3
In the Layer Name field drop-down menu select the data layer to view:
Step 4
U.S. Census Bureau
For this example, select “sdrp18_17067_changes_unsd.” This is a change polygon created from
making updates to a unified school district layer.
Once the layer is selected, the attribute table opens. The attributes for each unified school district
that changed are displayed.
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Step
Action and Result
Step 5
If all of the columns in the attribute data table are not visible, drag the edge of the dialog box
outward to widen the view. Alternatively, move the dialog box to another location by clicking
inside the box and dragging it.
To view the unified school district on the map, click its row in the attribute table, then click the
Zoom button. The row is highlighted and the map automatically zooms to the unified school
district. The feature will be highlighted cyan – color may vary.
Step 6
Step 7
U.S. Census Bureau
To view other unified school districts in the table rows, use the Previous Zoom and Next Zoom
buttons. Clicking each button automatically zooms and highlights the feature for that row.
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Step
Action and Result
Step 8
Use the Search feature at the bottom of the dialog box to filter the table layers by specific
attributes (e.g., full name, MTFCC, change type, etc.)
For this example, select change type (CHNG_TYPE) and choose M – Merge/Complex
Consolidation. After clicking Search, the attribute table is filtered to show the rows for only those
records with a CHNG_TYPE ‘M’.
Step 9
Step 10
This drop-down list of CHNG_TYPES is a global list for all Census Bureau programs, therefore there
are more CHNG_TYPES available than are used in the SDRP. The following CHNG_TYPES are those
specific to the SDRP: A – Annexation or Addition; M – Merge/Complex Consolidation; B – Boundary
Correction; E – New Entity/New District; G – Change Classification; H – Complex Dissolution,PPartially Dissolved District; X – Deletion; N – New in County School District.
To view an individual record click on its row and click the Zoom button.
To return to the attribute table to see a full, unfilitered, unified school district layer click the
Refresh button in the upper right-hand corner of the dialog box.
5.15.3 Review Change Polygons Tool
The Review Change Polygons tool (Table 38) allows the user to view the transactions created
from school district boundary edits.
Table 38. Review Change Polygon Tool
Step
Step 1
Action and Result
Begin by opening the Review Change Polygons tool from the SDRP toolbar.
The Review Change Polygons dialog box opens just below the Table of Contents.
Step 2
U.S. Census Bureau
Use the Geography drop-down menu to select the school district to review. In this example,
select Elementary School District.
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Step
Action and Result
Step 3
After selecting the Geography type, the Info List populates with all change polygon transactions
for that school district level. This elementary school district has two transactions for Complex
Consolidation.
Step 4
To view the polygon related to the transaction, click the row for the polygon in the Info list. The
map zooms to the location of the polygon and highlights that polygon on the map (highlight is
yellow, but color may vary).
Step 5
5.16
Once the review is complete, close the Review Change Polygons tool by selecting the Close
button in the lower right-hand corner.
How to Export Zip Files to Share and Submit
There are two options for creating export zip files: export the file to share with another
participant and export the file for submission to the Census Bureau. Export file for submission
to the Census Bureau requires that all SDRP criteria review errors be resolved and only change
files are exported. The Census Bureau will only accept this file export for submission. Exporting
a file to share with another participant does not require all the resolution of errors, and exports
the whole project, including all of the reference files and the files with changes. It may be useful
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to use this option if a school district or county completes their updates, and they want to send
the results to the mapping coordinator for review before sending to the Census Bureau. In
either case, the GUPS automatically names the output zip file. It packages all of the files
required by the Census Bureau into the zip file and saves it in a preset location created on the
computer during the installation process.
5.16.1 How to Export a File to Share with Another Participant
To export a file to share with another participant, follow the steps in Table 39.
Table 39: Exporting a File to Share with Another Participant
Step
Action and Result
Step 1
Click on the Export to Zip button on the SDRP toolbar
Step 2
The Select Output Type dialog box opens. Click the Share with Another Participant radio button.
Then click OK.
Step 3
The Export to Zip dialog box opens and displays the location of the export file. Click yes to view
the folder with the export file or no to close the window.
Step 4
Clicking Yes causes the directory to open and displays the folder location where GUPS placed the
file.
Note: GUPS automatically saves the file to an output folder that the GUPS installer placed on the
computer during the installation process.
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5.16.2 How to Export a File for Submission to the Census Bureau
To export a file for submission to the Census Bureau follow the steps in Table 40.
Table 40. Exporting a File for Submission to the Census Bureau
Step
Action and Result
Step 1
Click on the Export to Zip button on the SDRP toolbar
Step 2
The Select Output Type dialog box opens. Click the Export for Census radio button. Then click OK.
Step 3
If the SDRP Criteria Review tool was not run previously, the Export to Zip pop-up box displays the
SDRP Criteria Review check as NEEDED.
Step 4
If this message appears, click the Cancel button, run the SDRP Criteria Review tool, and resolve any
errors. Check the “ignore” box for all informational messages that are valid. Then repeat the initial
export steps again.
If the SDRP Criteria Review tool was run previously, the Export to Zip pop-up box displays the status
of the check and the date and time the checks were made, as shown below.
Look carefully at the run times listed. If any additional changes were made after these times, click
Cancel and run the SDRP Criteria Review tool again. Then repeat the export steps.
Step 5
U.S. Census Bureau
To continue with the export, click OK.
The Export to Zip dialog box opens. It informs you that the zip file was created and asks if you want
to the view the folder.
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Step
Action and Result
Step 5
Clicking yes causes the directory to open and display the folder location where GUPS placed the file.
Note: The GUPS automatically saves the file to an output folder that the GUPS installer placed on
the computer during the installation process.
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PART 5:
SUBMITTING FILES TO THE CENSUS BUREAU
THROUGH THE SECURE WEB INCOMING MODULE
(SWIM)
CHAPTER 6: HOW TO TRANSMIT FILES USING SWIM
To submit your Annotation Phase changes to the Census Bureau, access the account in the
SWIM, as shown in Table 41 below.
Note: For users that already have a SWIM account, have the user name (email address) and password
ready. For new users without a SWIM account, contact the Census Bureau via email at
geo.school@census.gov to request a SWIM token for the SDRP. Once a SWIM token has been
assigned, create a SWIM account.
Step
Step 1
Step 2
Step 3
U.S. Census Bureau
Table 41: Export Files for Submission to the Census Bureau
Action and Result
Open a new browser window and enter the URL: . The
SWIM login screen opens.
For users that already have a SWIM Account enter the email address and password. The email
and password are case sensitive. Click the Login button. The Welcome screen opens.
Users without a SWIM Account must register. Click the Register Account button. The Account
Registration screen opens.
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Step
Action and Result
All fields on the Account Registration screen are required.
Step 4
On the Account Registration screen, first, enter the 12-digit token provided by the Census
Bureau. Then enter contact name, agency, and email in the appropriate fields.
Create a password. The passwords must meet the five criteria below:
1. It must be 8 characters in length.
2. It must have at least one upper case character.
3. It must have at least one lower case character.
4. It must have at least one number.
5. It must have at least one special character (valid special characters are: #, !, $, *, &, ?, ~).
Note: The commas shown immediately above are to separate the special characters listed. A
comma is not a valid character for the password.
Set up a security question (click the arrow on the right of the Security Question box and select a
question in the drop-down list, then enter an answer in the Answer box). When finished, click the
Submit button. A screen opens to confirm that the account has been successfully registered.
Step 5
Step 6
Step 7
On the confirmation screen click Login in the phrase Go to Login.
Login Screen.
Step 8
On the login screen, enter the email and password, and then click the green Login button. The
Welcome screen opens.
Step 9
To begin an upload click the Start New Upload button. Select the School District Review Program
radio button, and then click Next at the bottom of the screen.
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Step
Action and Result
Step 10
A screen opens asking which state is being reported. Click the radio button next to the
appropriate state and then click the Next button.
Step 11
The Select a .ZIP file to upload screen opens.
Step 12
Step 13
U.S. Census Bureau
To upload a file, click the + Add File button
on the screen. The Choose File to Upload
window opens and allows navigation to the zip file’s location.
Locate the zip file to upload and then double-click it. The Progress field on the Select a .ZIP file to
upload screen shows the progress of the upload. Once the upload is complete, the Status field
shows Success, and the name of the file appears in the File(s) field.
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Step
Step 14
Action and Result
After uploading the file, type any comments (including pertinent information about data
projection or supporting documentation) in the Comments field. Click the Next button. The
“Thank You” page confirms the receipt of the submission.
Step 15
To add additional files, click on the upload form link in the phrase “You may Log Out or return to
the upload form, to submit more files.” This choice returns to the Welcome screen. Otherwise, to
log out, click on Log Out. The Census Bureau will acknowledge the receipt of the uploaded file.
Be aware that after 15 minutes of inactivity SWIM sessions are deactivated.
NOTE
U.S. Census Bureau
While working in SWIM obtain help by clicking on the Help button on any screen. After clicking
the button, a screen opens with links to help resources.
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APPENDICES
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APPENDIX A. DATA DICTIONARY AND RECORD LAYOUT FOR LISTINGS
A.1
LISTINGS DATA DICTIONARY/RECORD LAYOUT
Text and Excel files are produced for both the Annotation Phase and the Verification Phase of
the SDRP.
For the Annotation Phase, the file names will be followed by “_A”; e.g.,
_SD_Inventory_A.txt, _SD_Inventory_A.xls where = two-digit State FIPS code.
For the Verification Phase, the file names will be followed by “_V”; e.g.,
_County_Coverage_V.txt. _SD_Inventory_V.xls where = two-digit State FIPS
code.
A.2 DATA DICTIONARY FOR THE SCHOOL DISTRICT INVENTORY AND GRADE
RANGE FILE
These files follow the naming convention of _SD_Inventory_*.txt and
_SD_Inventory_*.xls
The Data Dictionary (Table 42) describes the fields in the inventory, their length, data type, a
brief description of the field, and the valid value ranges.
Table 42: Data Dictionary for the School District Inventory and Grade Range File
Attribute
Field
Length
Type
Description
State FIPS (Federal
Information Processing
Standards) Code
Federal School District Local
Education Agency ID Number
Value/Range
STATE
CODE
2
VARCHAR
SDLEA
5
VARCHAR
LOGRADE
2
VARCHAR
School District Low Grade
PK,KG,01-11
HIGRADE
2
VARCHAR
School District High Grade
PK, KG, 01-12
SDLEVEL
1
VARCHAR
School District Level
E=Elementary; S=Secondary; U=Unified
SDTYPE
1
VARCHAR
School District Type
A=Pseudo; B=Dept. of Defense;
C=Interstate; D=Bureau of Indian Affairs;
E=Same Name
NAME
100
VARCHAR
School District Name
Not Blank
01,02,04-06,08-13,15-42,44-51,53-56
00001-99998
A.3 RECORD LAYOUT FOR THE SCHOOL DISTRICT INVENTORY AND GRADE
RANGE FILE
The Record Layout (Table 43) defines how each record’s information is displayed giving the
number of spaces in each column and the column name.
Table 43: Record Layout for the School District Inventory and Grade Range File
SPACE
COLUMN NAME
1-2
STATE CODE
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SPACE
4-8
10-11
13-14
16
18
20-119
A.4
COLUMN NAME
SDLEA
LOGRADE
HIGRADE
SDLEVEL
SDTYPE
NAME
DATA DICTIONARY FOR THE COUNTY COVERAGE FILE
These files follow the naming convention _County_Coverage_*.txt and
_County_Coverage_*.xls
The Data Dictionary Table (Table 44) describes the fields in the file, their length, data type, a
brief description of the field, and the valid value ranges.
Table 44: Data Dictionary for the County Coverage File
Attribute
Field
Length
Type
STATE CODE
2
VARCHAR
3
VARCHAR
100
SDLEA
NAME
COUNTY
CODE
COUNTY
NAME
A.5
Description
Value/Range
State FIPS (Federal Information Processing
Standards) Code
County FIPS (Federal Information
Processing Standards) Code
01,02,04-06,08-13,15-42,4451,53-56
VARCHAR
County Name
Not Blank
5
VARCHAR
Federal School District Local Education
Agency ID Number
00001-99998
100
VARCHAR
School District Name
Not Blank
001-840
RECORD LAYOUT FOR THE COUNTY COVERAGE FILE
The Record Layout (Table 45) defines how each record’s information is displayed giving the
number of spaces in each column and the column name.
Table 45: Record Layout for the County Coverage File
SPACE
COLUMN NAME
1-2
STATE CODE
3-5
COUNTY CODE
7-106
COUNTY NAME
108-112
SDLEA
114-231
NAME
A.6
DATA DICTIONARY FOR THE COEXTENSIVE COVERAGE FILE
These files follow the naming convention _Coextensive_Coverage_*.txt and
_Coextensive_Coverage_*.xls
The Data Dictionary (Table 46) describes the fields in the file, their length, data type, a brief
description of the field, and the valid value ranges.
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Table 46: Data Dictionary for the Coextensive File
Attribute
Field
Length
Type
STATE CODE
2
VARCHAR
COUNTY
CODE
COUNTY
NAME
3
100
SDLEA
5
SDLEVEL
1
SDNAME
100
COEXTWITH
100
FIPS55 CODE
5
A.7
Description
Value/Range
State FIPS (Federal Information
Processing Standards) Code
County FIPS (Federal Information
Processing Standards) Code
01,02,13,21,22,28,
37,45,47,49,51
County Name
Not Blank
Federal School District Local Education
Agency ID Number
00001-99998
School District Level
E=Elementary; S=Secondary:
U=Unified
VARCHAR
School District Name
Not Blank
VARCHAR
Name of Entity School District
Coextensive With
FIPS(Federal Information Processing
Standards) Code of Entity
VARCHAR
VARCHAR
VARCHAR
VARCHAR
VARCHAR
001-840
Not Blank
001-840, 00000-98999,
99001-99840
RECORD LAYOUT FOR THE COEXTENSIVE COVERAGE FILE
The Record Layout (Table 47) defines how each record’s information is displayed giving the
number of spaces in each column and the column name.
Table 47: Record Layout for the Coextensive Coverage File
Space
Column Name
1-2
STATE CODE
3-5
COUNTY CODE
7-106
COUNTY NAME
108-112 SDLEA
114
SDLEVEL
116-215 SDNAME
217-316 COEXTWITH
318-322 FIPS55 CODE
A.8 DATA DICTIONARY FOR THE SCHOOL DISTRICT TO GEOGRAPHY
RELATIONSHIP FILE
These files follow the naming convention _SD_GEO_Relationship_*.txt and _SD_GE)
_Relationship_*.xls.
The Data Dictionary Table (Table 48) describes the fields in the file, their length, data type, a
brief description of the field, and the valid value ranges.
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Table 48: Data Dictionary for the School District to Geography Relationship File
Attribute Field
Length
Type
Description
Value/Range
SDLEA
5
VARCHAR
Federal School District Local
Education Agency ID Number
00001-99998
SDLEVEL
1
VARCHAR
School District Level
E=Elementary;
S=Secondary;
U=Unified
SDNAME
100
VARCHAR
School District Name
Not Blank
COUNTY
SUBDIVISION
‘PART’ FLAG
1
VARCHAR
School District Partially Covers
County Subdivision Part Flag
P
STATE CODE
2
VARCHAR
State FIPS (Federal Information
Processing Standards) Code
01, 02, 04-06, 0813, 15-42, 44-51,
53-56
COUNTY CODE
3
VARCHAR
County FIPS (Federal
Information Processing
Standards) Code
001-840
COUNTY
SUBDIVISION
CODE
5
VARCHAR
County Subdivision FIPS
(Federal Information
Processing Standards) Code
00000-98999
COUNTY
SUBDIVISION
NAME
100
VARCHAR
County Subdivision Name
Not Blank
PLACE ‘PART’
FLAG
1
VARCHAR
School District Partially covers
Incorporated Place Part Flag
P
PLACE CODE
5
VARCHAR
Place FIPS (Federal Information
Processing Standards) Code
00001-89999
PLACE NAME
100
VARCHAR
Place Name
Not Blank
A.9 RECORD LAYOUT FOR THE SCHOOL DISTRICT TO GEOGRAPHY
RELATIONSHIP FILE
The Record Layout (Table 49) defines how each record’s information is displayed giving the
number of spaces in each column and the column name.
Table 49: Record Layout for the School District to Geography Relationship File
Space
Column Name
1-5
SDLEA
7
SDLEVEL
9-108
SDNAME
110
COUNTY SUBDIVISION ‘PART’ FLAG
112-113 STATE CODE
115-117 COUNTY CODE
119-123 COUNTY SUBDIVISION CODE
125-224 COUNTY SUBDIVISION NAME
226
PLACE ‘PART’ FLAG
228-232 PLACE CODE
234-333 PLACE NAME
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APPENDIX B. APPENDIX FOR PSEUDO SCHOOL DISTRICTS
This section applies to states that have pseudo school districts.
In order to create accurate tabulations to support Title I funding allocations, the Census Bureau
creates a pseudo school district for each school district that is financially responsible for
providing education for one set of grades in one geographic area and financially responsible for
a different set of grades in a different geographic area. For example, a school district that is
financially responsible for grades K-12 in one area is also financially responsible for grades 9-12
in a different area where it shares financial responsibility with an elementary school district.
The pseudo district is always associated with a regular district so that the regular district is
given “credit” for the additional financial responsibility.
In this example, the Science Hill Independent School District has very few children in grades 912, so those children attend school in the Pulaski County School District (Figure 61). Pulaski
County School District is financially responsible for educating children in grades 9-12 who live in
the Science Hill Independent School District and Pulaski County School District is financially
responsible for educating children in grade ranges K-12 within Pulaski County, outside of the
Science Hill Independent School District. Therefore, the Census Bureau created the pseudo
district “Pulaski County School District for Science Hill” using the same boundaries as the
Science Hill Independent School District and assigned grades 9-12 to “Pulaski County School
District for Science Hill.” The Science Hill Independent School District is assigned grades K-8
while the Pulaski County School District maintains its grades K-12.
Pulaski County, Kentucky
Figure 61. Map of Pulaski County, Kentucky School District
These pseudo districts are identified in the Inventory and Grade Range file by a flag with a value
of "A." In the School District Boundary Shapefiles, pseudo districts are identified by an SDTYPE
of “A.” In addition, the Census Bureau assigns them a pseudo Federal School District LEA ID
number and a school district name that is slightly different from the official name of the school
district.
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They appear in the School District Inventory and Grade Range Listing1 as shown in Table 50.
Table 50: Pseudo School Districts
State
LEA
Grade Range
Flag
Name of School District
21
21
04950
21002
PK-12
09-12
-A
Pulaski County School District
Pulaski County School District for Science Hill ISD
21
05220
PK-08
--
Science Hill Independent School District
When submitting a pseudo school district, provide the following information:
Official School District Name and Federal School District LEA ID number
Alternate Grade Range
Service area of Alternate Grade Range
Currently, the Census Bureau has defined pseudo school districts in California, Georgia, Illinois,
Kentucky, Massachusetts, Minnesota, New Jersey, Oklahoma, South Carolina, Tennessee, Texas,
and Vermont.
To discuss school districts that fit the above description, contact the School District Team at
geo.school@census.gov.
1
Refer to Appendix A. for text file, data dictionary and record layout information.
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APPENDIX C. MAF/TIGER FEATURE CLASSIFICATION CODE (MTFCC)
DESCRIPTIONS
MTFCC
C3022
C3023
C3024
C3026
C3027
C3061
C3062
C3066
C3067
C3071
C3074
C3075
C3076
C3077
C3078
C3079
C3080
C3081
C3085
G2100
G2120
U.S. Census Bureau
Table 51: MAF/TIGER Feature Classification Code
Feature Class
Feature Class Description
Mountain Peak or
A prominent elevation rising above the surrounding level of
Summit
the Earth’s surface.
Island
An area of dry or relatively dry land surrounded by water or
low wetland. [including archipelago, atoll, cay, hammock,
hummock, isla, isle, key, moku and rock]
Levee
An embankment flanking a stream or other flowing water
feature to prevent overflow.
Quarry (not waterAn area from which commercial minerals are or were removed
filled), Open Pit Mine or from the Earth; not including an oilfield or gas field.
Mine
Dam
A barrier built across the course of a stream to impound water
and/or control water flow.
Cul-de-sac
An expanded paved area at the end of a street used by
vehicles for turning around. For mapping purposes, the Census
Bureau maps it only as a point feature.
Traffic Circle
A circular intersection allowing for continuous movement of
traffic at the meeting of roadways.
Gate
A movable barrier across a road.
Toll Booth
A structure or barrier where a fee is collected for using a road.
Lookout Tower
A manmade structure, higher than its diameter, used for
observation.
Lighthouse Beacon
A manmade structure, higher than its diameter, used for
transmission of light and possibly sound generally to aid in
navigation.
Tank/Tank Farm
One or more manmade structures, each higher than its
diameter, used for liquid (other than water) or gas storage or
for distribution activities.
Windmill Farm
One or more manmade structures used to generate power
from the wind.
Solar Farm
One or more manmade structures used to generate power
from the sun.
Monument or Memorial A manmade structure to educate, commemorate, or
memorialize an event, person, or feature.
Boundary Monument
A material object placed on or near a boundary line to
Point
preserve and identify the location of the boundary line on the
ground.
Survey Control Point
A point on the ground whose position (horizontal or vertical) is
known and can be used as a base for additional survey work.
Locality Point
A point that identifies the location and name of an unbounded
locality (e.g., crossroad, community, populated place or
locale).
Alaska Native Village
A point that serves as the core of an Alaska Native village and
Official Point
is used in defining Alaska Native village statistical areas.
American Indian Area
A legally defined state- or federally recognized reservation
and/or off-reservation trust land (excludes statistical American
Indian areas).
Hawaiian Home Land
A legal area held in trust for the benefit of Native Hawaiians.
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MTFCC
G2130
Feature Class
Alaska Native Village
Statistical Area
G2140
Oklahoma Tribal
Statistical Area
G2150
State-designated Tribal
Statistical Area
G2160
Tribal Designated
Statistical Area
G2170
American Indian Joint
Use Area
Alaska Native Regional
Corporation
G2200
G2300
Tribal Subdivision
G2400
Tribal Census Tract
G2410
Tribal Block Group
G3100
Combined Statistical
Area
G3110
Metropolitan and
Micropolitan Statistical
Area
G3120
Metropolitan Division
G3200
Combined New England
City and Town Area
U.S. Census Bureau
Feature Class Description
A statistical geographic entity that represents the residences,
permanent and/or seasonal, for Alaska Natives who are
members of or receiving governmental services from the
defining legal Alaska Native Village corporation.
A statistical entity identified and delineated by the Census
Bureau in consultation with federally recognized American
Indian tribes that have no current reservation, but had a
former reservation in Oklahoma.
A statistical geographic entity identified and delineated for the
Census Bureau by a state-appointed liaison for a staterecognized American Indian tribe that does not currently have
a reservation and/or lands in trust.
A statistical geographic entity identified and delineated for the
Census Bureau by a federally recognized American Indian tribe
that does not currently have a reservation and/or offreservation trust land.
An area administered jointly and/or claimed by two or more
American Indian tribes.
Corporate entities established to conduct both business and
nonprofit affairs of Alaska Natives pursuant to the Alaska
Native Claims Settlement Act of 1972 (Public Law 92-203).
There are twelve geographically defined ANRCs and they are
all within and cover most of the State of Alaska (the Annette
Island Reserve-an American Indian reservation-is excluded
from any ANRC). The boundaries of ANRCs have been legally
established.
Administrative subdivisions of federally recognized American
Indian reservations, off-reservation trust lands, or Oklahoma
tribal statistical areas (OTSAs). These entities are internal units
of self-government or administration that serve social,
cultural, and/or economic purposes for the American Indians
on the reservations, off-reservation trust lands, or OTSAs.
A relatively small and permanent statistical subdivision of a
federally recognized American Indian reservation and/or offreservation trust land, delineated by American Indian tribal
participants or the Census Bureau for the purpose of
presenting demographic data.
A cluster of census blocks within a single tribal census tract
delineated by American Indian tribal participants or the
Census Bureau for the purpose of presenting demographic
data
A grouping of adjacent metropolitan and/or micropolitan
statistical areas that have a degree of economic and social
integration, as measured by commuting.
An area containing a substantial population nucleus together
with adjacent communities having a high degree of economic
and social integration with that core, as measured by
commuting. Defined using whole counties and equivalents.
A county or grouping of counties that is a subdivision of a
Metropolitan Statistical Area containing an urbanized area
with a population of 2.5 million or more.
A grouping of adjacent New England city and town areas that
have a degree of economic and social integration, as
School District Review Program (SDRP) Respondent Guide: GUPS Instructions
Page C-2
MTFCC
Feature Class
G3210
New England City and
Town Metropolitan and
Micropolitan Statistical
Area
G3220
New England City and
Town Division
G3500
Urban Area
G4000
State or Equivalent
Feature
G4020
County or Equivalent
Feature
G4040
County Subdivision
G4050
Estate
G4060
G4110
Subbarrio (Subminor
Civil Division)
Incorporated Place
G4120
Consolidated City
G4210
Census Designated Place
G4300
Economic Census Place
U.S. Census Bureau
Feature Class Description
measured by commuting.
An area containing a substantial population nucleus together
with adjacent communities having a high degree of economic
and social integration with that core, as measured by
commuting. Defined using Minor Civil Divisions (MCDs) in New
England.
A grouping of cities and towns in New England that is a
subdivision of a New England City and Town Area containing
an urbanized area with a population of 2.5 million or more.
Densely settled territory that contains at least 2,500 people.
The subtypes of this feature are Urbanized Area (UA), which
consists of 50,000 + people and Urban Cluster, which ranges
between 2,500 and 49,999 people.
The primary governmental divisions of the United States. The
District of Columbia is treated as a statistical equivalent of a
state for census purposes, as is Puerto Rico.
The primary division of a state or state equivalent area. The
primary divisions of 48 states are termed County, but other
terms are used such as Borough in Alaska, Parish in Louisiana,
and Municipio in Puerto Rico. This feature includes
independent cities, which are incorporated places that are not
part of any county.
The primary divisions of counties and equivalent features for
the reporting of Census Bureau data. The subtypes of this
feature are Minor Civil Division, Census County
Division/Census Subarea, and Unorganized Territory. This
feature includes independent places, which are incorporated
places that are not part of any county subdivision.
Estates are subdivisions of the three major islands in the
United States Virgin Islands (USVI).
Legally defined divisions (subbarrios) of minor civil divisions
(barrios-pueblo and barrios) in Puerto Rico.
A legal entity incorporated under state law to provide generalpurpose governmental services to a concentration of
population. Incorporated places are generally designated as a
city, borough, municipality, town, village, or, in a few
instances, have no legal description.
An incorporated place that has merged governmentally with a
county or minor civil division, but one or more of the
incorporated places continues to function within the
consolidation. It is a place that contains additional separately
incorporated places.
A statistical area defined for a named concentration of
population and the statistical counterpart of an incorporated
place.
The lowest level of geographic area for presentation of some
types of Economic Census data. It includes incorporated
places, consolidated cities, census designated places (CDPs),
minor civil divisions (MCDs) in selected states, and balances of
MCDs or counties. An incorporated place, CDP, MCD, or
balance of MCD qualifies as an economic census place if it
contains 5,000 or more residents, or 5,000 or more jobs,
according to the most current data available.
School District Review Program (SDRP) Respondent Guide: GUPS Instructions
Page C-3
MTFCC
G5020
Feature Class
Census Tract
G5030
Block Group
G5035
Block Area Grouping
G5040
Tabulation Block
G5200
Congressional District
G5210
State Legislative District
(Upper Chamber
G5220
State Legislative District
(Lower Chamber)
G5240
Voting District
G5400
Elementary School
District
Secondary School
District
Unified School District
G5410
G5420
G6120
Public-Use Microdata
Area
G6300
Traffic Analysis District
U.S. Census Bureau
Feature Class Description
Relatively permanent statistical subdivisions of a County or
equivalent feature delineated by local participants as part of
the Census Bureau’s Participant Statistical Areas Program.
A cluster of census blocks having the same first digit of their
four-digit identifying numbers within a Census Tract. For
example, block group 3 (BG 3) within a Census Tract includes
all blocks numbered from 3000 to 3999.
A user-defined group of islands forming a single census
tabulation block. A BAG must: (1) consist of two or more
islands, (2) have a perimeter entirely over water, (3) not
overlap, and (4) not cross the boundary of other tabulation
geographies, such as county or incorporated place boundaries.
The lowest-order census defined statistical area. It is an area,
such as a city block, bounded primarily by physical features
but sometimes by invisible city or property boundaries. A
tabulation block boundary does not cross the boundary of any
other geographic area for which the Census Bureau tabulates
data. The subtypes of this feature are Count Question
Resolution (CQR), current, and census.
The 435 areas from which people are elected to the U.S.
House of Representatives. Additional equivalent features exist
for state equivalents with nonvoting delegates or no
representative. The subtypes of this feature are 106th, 107th,
108th, 109th, and 111th Congressional Districts, plus
subsequent Congresses.
Areas established by a state or equivalent government from
which members are elected to the upper or unicameral
chamber of a state governing body. The upper chamber is the
senate in a bicameral legislature, and the unicameral case is a
single house legislature (Nebraska).
Areas established by a state or equivalent government from
which members are elected to the lower chamber of a state
governing body. The lower chamber is the House of
Representatives in a bicameral legislature.
The generic name for the geographic features, such as
precincts, wards, and election districts, established by state,
local, and tribal governments for the purpose of conducting
elections.
A geographic area within which officials provide public
elementary grade-level educational services for residents.
A geographic area within which officials provide public
secondary grade-level educational services for residents.
A geographic area within which officials provide public
educational services for all grade levels for residents.
A decennial census area with a population of at least 100,000
or more persons for which the Census Bureau provides
selected extracts of household-level data that are screened to
protect confidentiality.
An area delineated by Metropolitan Planning Organizations
(MPOs) and state Departments of Transportation (DOTs) for
tabulating journey-to-work and place-of-work data. A Traffic
Analysis District (TAD) consists of one or more Traffic Analysis
Zones (TAZs).
School District Review Program (SDRP) Respondent Guide: GUPS Instructions
Page C-4
MTFCC
G6320
Feature Class
Traffic Analysis Zone
G6330
Urban Growth Area
G6350
G6400
ZIP Code Tabulation
Area (Five-Digit)
Commercial Region
H1100
Connector
H2025
Swamp/Marsh
H2030
H2040
H2041
H2051
Lake/Pond
Reservoir
Treatment Pond
Bay/Estuary/Gulf/Sound
H2053
H2060
H2081
Ocean/Sea
Gravel Pit/Quarry filled
with water
Glacier
H3010
Stream/River
H3013
Braided Stream
H3020
Canal, Ditch or Aqueduct
K1225
Crew-of-Vessel Location
K1231
Hospital/Hospice/Urgent
Care Facility
Juvenile Institution
K1235
K1236
Local Jail or Detention
Center
K1237
Federal Penitentiary,
State Prison, or Prison
Farm
Other Correctional
Institution
K1238
U.S. Census Bureau
Feature Class Description
An area delineated by Metropolitan Planning Organizations
(MPOs) and state Departments of Transportation (DOTs) for
tabulating journey-to-work and place-of-work data.
An area defined under state authority to manage urbanization
that the Census Bureau includes in the MAF/TIGER® System in
agreement with the state.
An approximate statistical-area representation of a U.S. Postal
Service (USPS) 5-digit ZIP Code service area.
For the purpose of presenting economic statistical data,
municipios in Puerto Rico are grouped into commercial
regions.
A known, but nonspecific, hydrographic connection between
two nonadjacent water features.
A poorly drained wetland, fresh or saltwater, wooded or
grassy, possibly covered with open water. [includes bog,
cienega, marais and pocosin].
A standing body of water that is surrounded by land.
An artificially impounded body of water.
An artificial body of water built to treat fouled water.
A body of water partly surrounded by land. [includes arm,
bight, cove and inlet].
The great body of salt water that covers much of the earth.
A body of water in a place or area from which commercial
minerals were removed from the Earth.
A body of ice moving outward and down slope from an area of
accumulation; an area of relatively permanent snow or ice on
the top or side of a mountain or mountainous area. [includes
ice field and ice patch].
A natural flowing waterway. [includes anabranch, awawa,
branch, brook, creek, distributary, fork, kill, pup, rio, and run].
A natural flowing waterway with an intricate network of
interlacing channels.
An artificial waterway constructed to transport water, to
irrigate or drain land, to connect two or more bodies of water,
or to serve as a waterway for watercraft. [includes lateral].
A point or area in which the population of military or
merchant marine vessels at sea are assigned, usually being at
or near the homeport pier.
One or more structures where the sick or injured may receive
medical or surgical attention. [including infirmary].
A facility (correctional and non-correctional) where groups of
juveniles reside; this includes training schools, detention
centers, residential treatment centers and orphanages.
One or more structures that serve as a place for the
confinement of adult persons in lawful detention,
administered by a local (county, municipal, etc.) government.
An institution that serves as a place for the confinement of
adult persons in lawful detention, administered by the federal
government or a state government.
One or more structures that serve as a place for the
confinement of adult persons in lawful detention, not
elsewhere classified or administered by a government of
unknown jurisdiction.
School District Review Program (SDRP) Respondent Guide: GUPS Instructions
Page C-5
MTFCC
K1239
K1246
K2110
Feature Class
Convent, Monastery,
Rectory, Other Religious
Group Quarters
Community Center
Military Installation
K2165
Government Center
K2167
Convention Center
K2180
Park
K2181
National Park Service
Land
National Forest or Other
Federal Land
K2182
K2183
Tribal Park, Forest, or
Recreation Area
K2184
State Park, Forest, or
Recreation Area
K2185
Regional Park, Forest, or
Recreation Area
K2186
County Park, Forest, or
Recreation Area
K2187
K2191
County Subdivision Park,
Forest, or Recreation
Area
Incorporated Place Park,
Forest, or Recreation
Area
Private Park, Forest, or
Recreation Area
Other Park, Forest, or
Recreation Area (quasipublic, independent
park, commission, etc.)
Post Office
K2193
K2194
K2195
K2196
K2400
Fire Department
Police Station
Library
City/Town Hall
Transportation Terminal
K2188
K2189
K2190
U.S. Census Bureau
Feature Class Description
One or more structures intended for use as a residence for
those having a religious vocation.
Community Center.
An area owned and/or occupied by the Department of
Defense for use by a branch of the armed forces (such as the
Army, Navy, Air Force, Marines, or Coast Guard), or a state
owned area for the use of the National Guard.
A place used by members of government (either federal, state,
local, or tribal) for administration and public business.
An exhibition hall or conference center with enough open
space to host public and private business and social events.
Parkland defined and administered by federal, state, and local
governments.
Area—National parks, National Monuments, and so forth—
under the jurisdiction of the National Park Service.
Land under the management and jurisdiction of the federal
government, specifically including areas designated as
National Forest, and excluding areas under the jurisdiction of
the National Park Service.
A place or area set aside for recreation or preservation of a
cultural or natural resource and under the administration of
an American Indian tribe.
A place or area set aside for recreation or preservation of a
cultural or natural resource and under the administration of a
state government.
A place or area set aside for recreation or preservation of a
cultural or natural resource and under the administration of a
regional government.
A place or area set aside for recreation or preservation of a
cultural or natural resource and under the administration of a
county government.
A place or area set aside for recreation or preservation of a
cultural or natural resource and under the administration of a
minor civil division (town/township) government.
A place or area set aside for recreation or preservation of a
cultural or natural resource and under the administration of a
municipal government.
A privately owned place or area set aside for recreation or
preservation of a cultural or natural resource.
A place or area set aside for recreation or preservation of a
cultural or natural resource and under the administration of
some other type of government or agency such as an
independent park authority or commission.
An official facility of the U.S. Postal Service used for processing
and distributing mail and other postal material.
Fire Department.
Police Station.
Library.
City/Town Hall.
A facility where one or more modes of transportation can be
accessed by people or for the shipment of goods; examples of
such a facility include marine terminal, bus station, train
School District Review Program (SDRP) Respondent Guide: GUPS Instructions
Page C-6
MTFCC
Feature Class
K2424
K2432
Marina
Pier/Dock
K2451
Airport or Airfield
K2452
Train Station, Trolley or
Mass Transit Rail Station
K2453
Bus Terminal
K2454
Marine Terminal
K2455
Seaplane Anchorage
K2456
K2459
Airport—Intermodal
Transportation
Hub/Terminal
Airport—Statistical
Representation
Park and Ride
Facility/Parking Lot
Runway/Taxiway
K2460
Helicopter Landing Pad
K2540
University or College
K2543
School or Academy
K2545
K2561
K2582
Museum, Visitor Center,
Cultural Center, or
Tourist Attraction
Golf Course
Cemetery
K2586
Zoo
K3544
Place of Worship
L4010
Pipeline
L4020
Powerline
L4031
Aerial Tramway/Ski Lift
K2457
K2458
U.S. Census Bureau
Feature Class Description
station, airport and truck warehouse.
A place where privately owned, light-craft are moored.
A platform built out from the shore into the water and
supported by piles. This platform may provide access to ships
and boats, or it may be used for recreational purposes.
A manmade facility maintained for the use of aircraft.
[including airstrip, landing field and landing strip].
A place where travelers can board and exit rail transit lines,
including associated ticketing, freight, and other commercial
offices.
A place where travelers can board and exit mass motor vehicle
transit, including associated ticketing, freight, and other
commercial offices.
A place where travelers can board and exit water transit or
where cargo is handled, including associated ticketing, freight,
and other commercial offices.
A place where an airplane equipped with floats for landing on
or taking off from a body of water can debark and load.
A major air transportation facility where travelers can board
and exit airplanes and connect with other (i.e. non-air) modes
of transportation.
The area of an airport adjusted to include whole 2000 census
blocks used for the delineation of urban areas.
A place where motorists can park their cars and transfer to
other modes of transportation.
A fairly level and usually paved expanse used by airplanes for
taking off and landing at an airport.
A fairly level and usually paved expanse used by helicopters
for taking off and landing.
A building or group of buildings used as an institution for postsecondary study, teaching, and learning. [including seminary].
A building or group of buildings used as an institution for
preschool, elementary or secondary study, teaching, and
learning. [including elementary school and high school].
An attraction of historical, cultural, educational or other
interest that provides information or displays artifacts.
A place designed for playing golf.
A place or area for burying the dead. [including burying
ground and memorial garden].
A facility in which terrestrial and/or marine animals are
confined within enclosures and displayed to the public for
educational, preservation, and research purposes.
A sanctified place or structure where people gather for
religious worship; examples include church, synagogue,
temple, and mosque.
A long tubular conduit or series of pipes, often underground,
with pumps and valves for flow control, used to transport fluid
(e.g., crude oil, natural gas), especially over great distances.
One or more wires, often on elevated towers, used for
conducting high-voltage electric power.
A conveyance that transports passengers or freight in carriers
suspended from cables and supported by a series of towers.
School District Review Program (SDRP) Respondent Guide: GUPS Instructions
Page C-7
MTFCC
L4110
Feature Class
Fence Line
L4121
L4125
Ridge Line
Cliff/Escarpment
L4130
Point-to-Point Line
L4140
Property/Parcel Line
(Including PLSS)
L4150
Coastline
L4165
Ferry Crossing
P0001
P0002
Nonvisible Linear
Legal/Statistical
Boundary
Perennial Shoreline
P0003
Intermittent Shoreline
P0004
Other non-visible
bounding Edge (e.g.,
Census water boundary,
boundary of an aerial
feature)
Railroad Feature (Main,
Spur, or Yard)
R1011
R1051
Carline, Streetcar Track,
Monorail, Other Mass
Transit
R1052
Cog Rail Line, Incline Rail
Line, Tram
S1100
Primary Road
S1200
Secondary Road
U.S. Census Bureau
Feature Class Description
A man-made barrier enclosing or bordering a field, yard, etc.,
usually made of posts and wire or wood, used to prevent
entrance, to confine, or to mark a boundary.
The line of highest elevation along a ridge.
A very steep or vertical slope. [including bluff, crag, head,
headland, nose, palisades, precipice, promontory, rim and
rimrock].
A line defined as beginning at one location point and ending at
another, both of which are in sight.
This feature class may denote a nonvisible boundary of either
public or private lands (e.g., a park boundary) or it may denote
a Public Land Survey System or equivalent survey line.
The line that separates either land or Inland water from
Coastal, Territorial or Great Lakes water. Where land directly
borders Coastal, Territorial or Great Lakes water, the shoreline
represents the Coastline. Where Inland water (such as a river)
flows into Coastal, Territorial or Great Lakes water, the closure
line separating the Inland water from the other class of water
represents the Coastline.
The route used to carry or convey people or cargo back and
forth over a waterbody in a boat.
A legal/statistical boundary line that does not correspond to a
shoreline or other visible feature on the ground.
The more-or-less permanent boundary between land and
water for a water feature that exists year-round.
The boundary between land and water (when water is
present) for a water feature that does not exist year-round.
A bounding Edge that does not represent a legal/statistical
boundary, and does not correspond to a shoreline or other
visible feature on the ground. Many such Edges bound area
landmarks, while many others separate water features from
each other (e.g., where a bay meets the ocean).
A line of fixed rails or tracks that carries mainstream railroad
traffic. Such a rail line can be a main line or spur line, or part of
a rail yard.
Mass transit rail lines (including lines for rapid transit,
monorails, streetcars, light rail, etc.) that are typically
inaccessible to mainstream railroad traffic and whose tracks
are not part of a road right-of-way.
A special purpose rail line for climbing steep grades that is
typically inaccessible to mainstream railroad traffic. Note that
aerial tramways and streetcars (which may also be called
“trams”) are accounted for by other MTFCCs and do not
belong in R1052.
Primary roads are generally divided, limited-access highways
within the interstate highway system or under state
management, and are distinguished by the presence of
interchanges. These highways are accessible by ramps and
may include some toll highways.
Secondary roads are main arteries, usually in the U.S.
Highway, State Highway or County Highway system. These
roads have one or more lanes of traffic in each direction, may
School District Review Program (SDRP) Respondent Guide: GUPS Instructions
Page C-8
MTFCC
Feature Class
S1400
Local Neighborhood
Road, Rural Road, City
Street
S1500
Vehicular Trail (4WD)
S1630
Ramp
S1640
S1720
Service Drive usually
along a limited access
highway
Walkway/Pedestrian
Trail
Stairway
S1730
Alley
S1740
S1780
Private Road for service
vehicles (logging, oil
fields, ranches, etc.)
Internal U.S. Census
Bureau use
Parking Lot Road
S1820
Bike Path or Trail
S1830
Bridle Path
S2000
Road Median
S1710
S1750
Feature Class Description
or may not be divided, and usually have at-grade intersections
with many other roads and driveways. They often have both a
local name and a route number.
Generally, a paved non-arterial street, road, or byway that
usually has a single lane of traffic in each direction. Roads in
this feature class may be privately or publicly maintained.
Scenic park roads would be included in this feature class, as
would (depending on the region of the country) some
unpaved roads.
An unpaved dirt trail where a four-wheel drive vehicle is
required. These vehicular trails are found almost exclusively in
very rural areas. Minor, unpaved roads usable by ordinary cars
and trucks belong in the S1400 category.
A road that allows controlled access from adjacent roads onto
a limited access highway, often in the form of a cloverleaf
interchange. These roads are unaddressable and do not carry
a name in the MAF/TIGER System.
A road, usually paralleling a limited access highway that
provides access to structures along the highway. These roads
can be named and may intersect with other roads.
A path that is used for walking, being either too narrow for or
legally restricted from vehicular traffic.
A pedestrian passageway from one level to another by a series
of steps.
A service road that does not generally have associated
addressed structures and is usually unnamed. It is located at
the rear of buildings and properties and is used for deliveries.
A road within private property that is privately maintained for
service, extractive, or other purposes. These roads are often
unnamed.
Internal U.S. Census Bureau use.
The main travel route for vehicles through a paved parking
area.
A path that is used for manual or small, motorized bicycles,
being either too narrow for or legally restricted from vehicular
traffic.
A path that is used for horses, being either too narrow for or
legally restricted from vehicular traffic.
The unpaved area or barrier between the carriageways of a
divided road.
The information in this table was last updated in October 2015.
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide: GUPS Instructions
Page C-9
APPENDIX D. STANDARD STREET TYPE ABBREVIATIONS
The street name types and their abbreviations are shown in Table 52.
Table 52: Standard Street Type Abbreviations
Street Name Type
Standard Abbreviation
ALLEY
ALY
ANEX
ANX
ARCADE
ARC
AVENUE
AVE
BAYOU
BYU
BEACH
BCH
BEND
BND
BLUFF
BLF
BLUFFS
BLFS
BOTTOM
BTM
BOULEVARD
BLVD
BRANCH
BR
BRIDGE
BRG
BROOK
BRK
BROOKS
BRKS
BURG
BG
BURGS
BGS
BYPASS
BYP
CAMP
CP
CANYON
CYN
CAPE
CPE
CAUSEWAY
CSWY
CENTER
CTR
CENTERS
CTRS
CIRCLE
CIR
CIRCLES
CIRS
CLIFF
CLF
CLIFFS
CLFS
CLUB
CLB
COMMON
CMN
COMMONS
CMNS
CORNER
COR
CORNERS
CORS
COURSE
CRSE
COURT
CT
COURTS
CTS
COVE
CV
COVES
CVS
CREEK
CRK
CRESCENT
CRES
CREST
CRST
CROSSING
XING
CROSSROAD
XRD
CROSSROADS
XRDS
CURVE
CURV
DALE
DL
DAM
DM
DIVIDE
DV
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide: GUPS Instructions
Page D-1
Street Name Type
DRIVE
DRIVES
ESTATE
ESTATES
EXPRESSWAY
EXTENSION
EXTENSIONS
FALL
FALLS
FERRY
FIELD
FIELDS
FLAT
FLATS
FORD
FORDS
FOREST
FORGE
FORGES
FORK
FORKS
FORT
FREEWAY
GARDEN
GARDENS
GATEWAY
GLEN
GLENS
GREEN
GREENS
GROVE
GROVES
HARBOR
HARBORS
HAVEN
HEIGHTS
HIGHWAY
HILL
HILLS
HOLLOW
INLET
ISLAND
ISLANDS
ISLE
JUNCTION
JUNCTIONS
KEY
KEYS
KNOLL
KNOLLS
LAKE
LAKES
LAND
U.S. Census Bureau
Standard Abbreviation
DR
DRS
EST
ESTS
EXPY
EXT
EXTS
FALL
FLS
FRY
FLD
FLDS
FLT
FLTS
FRD
FRDS
FRST
FRG
FRGS
FRK
FRKS
FT
FWY
GDN
GDNS
GTWY
GLN
GLNS
GRN
GRNS
GRV
GRVS
HBR
HBRS
HVN
HTS
HWY
HL
HLS
HOLW
INLT
IS
ISS
ISLE
JCT
JCTS
KY
KYS
KNL
KNLS
LK
LKS
LAND
School District Review Program (SDRP) Respondent Guide: GUPS Instructions
Page D-2
Street Name Type
LANDING
LANE
LIGHT
LIGHTS
LOAF
LOCK
LOCKS
LODGE
LOOP
MALL
MANOR
MANORS
MEADOW
MEADOWS
MEWS
MILL
MILLS
MISSION
MOTORWAY
MOUNT
MOUNTAIN
MOUNTAINS
NECK
ORCHARD
OVAL
OVERPASS
PARK
PARKS
PARKWAY
PARKWAYS
PASS
PASSAGE
PATH
PIKE
PINE
PINES
PLACE
PLAIN
PLAINS
PLAZA
POINT
POINTS
PORT
PORTS
PRAIRIE
RADIAL
RAMP
RANCH
RAPID
RAPIDS
REST
RIDGE
RIDGES
U.S. Census Bureau
Standard Abbreviation
LNDG
LN
LGT
LGTS
LF
LCK
LCKS
LDG
LOOP
MALL
MNR
MNRS
MDW
MDWS
MEWS
ML
MLS
MSN
MTWY
MT
MTN
MTNS
NCK
ORCH
OVAL
OPAS
PARK
PARK
PKWY
PKWY
PASS
PSGE
PATH
PIKE
PNE
PNES
PL
PLN
PLNS
PLZ
PT
PTS
PRT
PRTS
PR
RADL
RAMP
RNCH
RPD
RPDS
RST
RDG
RDGS
School District Review Program (SDRP) Respondent Guide: GUPS Instructions
Page D-3
Street Name Type
RIVER
ROAD
ROADS
ROUTE
ROW
RUE
RUN
SHOAL
SHOALS
SHORE
SHORES
SKYWAY
SPRING
SPRINGS
SPUR
SPURS
SQUARE
SQUARES
STATION
STRAVENUE
STREAM
STREET
STREETS
SUMMIT
TERRACE
THROUGHWAY
TRACE
TRACK
TRAFFICWAY
TRAIL
TRAILER
TUNNEL
TURNPIKE
UNDERPASS
UNION
UNIONS
VALLEY
VALLEYS
VIADUCT
VIEW
VIEWS
VILLAGE
VILLAGES
VILLE
VISTA
WALK
WALKS
WALL
WAY
WAYS
WELL
WELLS
U.S. Census Bureau
Standard Abbreviation
RIV
RD
RDS
RTE
ROW
RUE
RUN
SHL
SHLS
SHR
SHRS
SKWY
SPG
SPGS
SPUR
SPUR
SQ
SQS
STA
STRA
STRM
ST
STS
SMT
TER
TRWY
TRCE
TRAK
TRFY
TRL
TRLR
TUNL
TPKE
UPAS
UN
UNS
VLY
VLYS
VIA
VW
VWS
VLG
VLGS
VL
VIS
WALK
WALK
WALL
WAY
WAYS
WL
WLS
School District Review Program (SDRP) Respondent Guide: GUPS Instructions
Page D-4
O
LD
O
LD
LD
G
R
E
E
E
G
E
A
N
G
A
M
C
H
N
A
M
N
F
TY
H
A
N
G
LO
W
R
N
EW HI
G
H
G
R
N
LO
EW
W
G
R
O
LD HIG
LE H
N
EW VE
L
LE
O
LD VE
L
SD
LE
A
N
EW
SD
C
O
LE
N
SO
A
LI
D
A
C
TI
O
O
N
N
SO
1
SD
LI
D
LE
A
A
C
T
I
O
O
N
N
SO
2
SD
LI
D
LE
A
A
C
T
IO
O
N
N
SO
3
C
O
SD
LI
N
LE
SO DA
A
TI
LI
O
D
N
A
4
TI
SD
O
N
L
N
EW EA
SD
A
LE
D
D
A
ED
A
R
EA
LO
SD
ST
LE
A
A
R
EA
SD
D
LE
EL
A
ET
E
N
D
A
SD
R
R
LE
A
TI
A
VE
/D
ES
C
R
IP
TI
O
N
O
O
N
EW
O
C
U
N
F
C
O
PE
SD
LE
A
TY
| File Type | application/pdf |
| Author | Jessie Files (CENSUS/GEO FED) |
| File Modified | 2018-09-17 |
| File Created | 2018-09-17 |