Concurrent Session II Presentations
Wednesday, February 15, 2012
11:30 - 12:30
II–A: Integrating Early Childhood Into Statewide Longitudinal Data Systems (SLDS): Planning and Project Management
Missy Cochenour, State Support Team
In collaboration with states at various stages of integrating early childhood into their statewide
longitudinal data systems, the State Support Team (SST) has created planning and project management tools. SST
will introduce the technical assistance (TA) service, and state panelists will discuss their work and how these tools
have assisted in their efforts, as well as how the resources could be used in other states to help integrate early childhood.
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II–B: Postsecondary Electronic Standards Council's (PESC) EDadmitme Project on Single Sign-On
Michael Sessa, Postsecondary Electronic Standards Council (PESC)
Charles Leonhardt and Arnie Miles, Georgetown University
Under a strategic partnership between Postsecondary Electronic Standards Council (PESC) and InCommon/Internet2,
PESC's EA2 Task Force is partnering with the College Board, ACT, and a number of institutions and service providers
on a pilot project to demonstrate the advantages of streamlining the admissions process with Single Sign-On for
students. The goal of this pilot, called EDadmitme, is to provide benefits to everyone involved in the admissions
process—vendors, high schools, students, parents, and higher education admissions and registrations offices.
Creating a Single Sign-On system with a unique student identifier will allow for the creation of a wide array of
services that will benefit all partners.
II–C: Data Quality Innovation Through Knowledge Management in the Teacher Incentive Fund Program
Sara Kraemer and Lexy Spry, University of Wisconsin-Madison
Jenna Scott, Westat
The Value-Added Research Center at University of Wisconsin-Madison is the lead technical assistance (TA) provider for all recipients of Teacher Incentive Fund grants. Members of the TA team present an innovative system that supports TA, program monitoring, and grantee implementation of K–12 educator performance-based compensation systems. This knowledge management environment has been co-developed with a knowledge management expert employing a user-centered design process. This process has delivered an adaptive TA management system to capture, track, and analyze grantee data needs
across a variety of domains that includes data quality and data systems management. In addition to grantee management and
analysis, this system captures interactions and coordinates activities among grantees, the monitoring staff, TA providers,
and the U.S. Department of Education. This session provides an overview of the technical and social features of the knowledge
management system, a demonstration of key features, and an analysis of cross-grantee challenges in data quality. The
multi-institutional TA team includes content experts, monitors, and knowledge managers; and a representative from each
area is included on this panel.
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II–D: Data-Driven Decisionmaking in the Classroom, From Concept to Reality
Brian Rawson, Texas Education Agency
The Texas Education Agency (TEA), in conjunction with the Michael & Susan Dell Foundation, has undertaken
an endeavor to redefine how data is viewed and used by local education agencies (LEAs) around the state. For too long,
LEAs in Texas have thought of data reporting simply as a burden to satisfy TEA, but now TEA is in the process of rolling
out a statewide data system that will provide "at-a-glance" performance improving dashboards to many stakeholders
across the district: teachers, principals, superintendents, counselors, etc. This panel will discuss the reactions of
teachers and principals, as well as the challenges, successes, opportunities, and lessons learned in the process.
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II–E: Mapping to the Common Education Data Standards (CEDS)
Kathy Gosa, Kansas State Department of Education
Jay Pennington, Iowa Department of Education
Anthea Brady, Public Consulting Group
States will provide an overview of the step-by-step process that was taken to map statewide
longitudinal data systems data to the State Core Model and Common Education Data Standards (CEDS). The data mapping
involves comparing state data dictionaries with the State Core Model and CEDS to identify alignment and serve as a metadata
gap analysis. Panelists involved in K–12, early childhood, and postsecondary data will reflect on outcomes and challenges
of the mapping process.
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II–F: Beyond a Needle in a Haystack
Brandan Keaveny, Rochester City School District (New York)
David Laird, New York City Department of Education
This presentation will examine the processes in use and in development by two of the larger urban school
districts in New York State to leverage central office resources to reduce the burden on schools to maintain accurate
accountability data. The focal point will be on systematizing the capture and verification of high stakes data attributes.
Topics of discussion include validation vs. flexible enrollment processes, smart reports, and the data dashboard, among others.
II–G: Policy Relevant Visualization and Analysis of Longitudinal Data Systems (LDS) Data With Open Source Tools
Jared Knowles, Wisconsin Department of Public Instruction
A few free tools can be used to make powerful visualizations and analyses of longitudinal data systems data that
can inform decisionmaking. This session addresses a few examples, including regression tree analysis, hierarchical models,
and geospatial visualization techniques using the R statistical software.
II–H: GIS in Education Policy: How GIS and Mapping Support Data-Driven Decisionmaking in the Oakland Unified School District
Susan Radke, Oakland Unified School District (California)
Steve Spiker, Urban Strategies Council
Geospatial tools allow for powerful ways to view and analyze both student-level and facility-level data and are
very effective tools to communicate issues, changes, and needs to diverse stakeholders. Oakland Unified School District has a
rich partnership with nonprofit organizations that have led to some exciting spatial research projects and new web-based
tools being launched to bring actionable education data to our communities and policymakers.
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II–I: Teacher and Administrator Use of Student-Level Data
Irene Koffink, Ginny Clifford, and Sudha Sharma; New Hampshire Department of Education
New Hampshire has entered the fifth year of operating PerformancePLUS, the system that provides individual
teachers, specialists, and administrators throughout the state access to student-level data. Educators can run aggregate
reports and drill down to individual student data. The data include multiple measures of student
success (e.g., NECAP [NH assessment], NWEA, DIBELS, Pearson AimsWeb, local benchmarks). Schools
can track RTI progress monitoring; teachers can create their own assessments; teachers and administrators can
create various reports; and educators can access a variety of student characteristics (attendance, suspension,
race, socioeconomic status, etc.). The system is used by curriculum coordinators, classroom teachers, special
education teams, principals, and counselors. The state is pursuing the use of PerformancePLUS to measure teacher
effectiveness.
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