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Concurrent Session II Presentations

Wednesday, February 13, 2013
11:30 - 12:30


II–A: Common Education Data Standards (CEDS) 101: Tools and Use

Beth Young, Quality Information Partners
Nancy Copa and Jim Campbell, AEM Corporation

This will be an introductory session meant to familiarize users with the Common Education Data Standards (CEDS). This session will describe why CEDS is needed, what the parts of CEDS are, and how CEDS can be used. The session also includes a demonstration of both CEDS Tools – Align and Connect.

Download PowerPoint Presentation:

Common Education Data Standards (CEDS) 101: Tools and Use Microsoft PPT File (3.60 MB)


II–B: Using a Research Center or Consortium to Meet State P–20W Research Needs

Dorothyjean Cratty, National Center for Education Statistics
Neal Gibson, Arkansas Research Center
Jim Schmidt, Washington Education Research and Data Center
Christina Tydeman, Hawaii State Department of Education
Heather Boughton, Ohio Department of Education
Erin Joyce, Battelle for Kids

This session will present four states' approaches to meeting the research demands of education practitioners, policymakers, and the public. P-20W agency partners in many states are working together through research centers or consortia to answer the most pressing questions with their state longitudinal data. The four state presentations from Arkansas, Hawaii, Ohio, and Washington will cover the development, function, and sustainability of their research centers. They will discuss how different stakeholders inform the research agenda and how the findings are disseminated. Presenters will also share some examples of the research conducted. The presentations will be followed by a discussion period.


II–C: Labor and Education Data Sharing 101

Baron Rodriguez, AEM Corporation
Kate Louton, U.S. Department of Labor

This session will address some of the most common misconceptions and misunderstandings around the sharing of data between education and labor agencies. The goal of this session is to clarify what types of data can be shared and through what systems this may be accomplished.


II–D: Texas Student Data System (TSDS) StudentGPS Dashboards: Mapping Success for the Whole Student

Sharon Gaston, Texas Education Agency

The Texas Student Data System's (TSDS) vision is to reduce the data collection burden on the local education agencies and provide timely, actionable data to every educator to improve student achievement. This session will provide an overview of TSDS, including component architecture, implementation timeline, expected benefits, and an in-depth demonstration of how the classroom, campus, and district performance dashboards can be used to influence both instruction and remediation strategies.


II–E: Data System Expansion: Moving Into Other Sectors

Missy Cochenour, AEM Corporation
Denise Mauzy, Opportunities in a Professional Education Network (OPEN) Initiative at the University of Missouri
Jennifer Lambert, University of Utah
Shara Bunis, Pennsylvania Department of Education
Domenico Parisi, National Strategic Planning and Analysis Research Center (nSPARC) at Mississippi State University

This session will discuss the strategies states can use to expand their data systems beyond K-12. A sector specialist will provide examples of challenges and solutions unique to each sector and also present strategies common across all sectors.


II–F: Teachers as Stakeholders and Data Users

Robin Taylor, SLDS State Support Team
Irene Koffink, New Hampshire Department of Education
Justin Katahira, Hawaii State Department of Education
Deb Holdren, Georgia Department of Education

The long-term vision of many state longitudinal data systems is to provide important and relevant data directly to classroom teachers. Panelists in this session will present how they have engaged teachers in the planning, delivery, and training to make data from the state longitudinal data systems useful and meaningful. Important lessons learned will be discussed, including how and when to engage teachers and what training is necessary to support data use.

Download PowerPoint Presentation:

Teachers as Stakeholders and Data Users Microsoft PPT File (1.06 MB)


II–G: Use of Technical, Educators, and Analytics Membership (TEAM) to Improve Data Modeling in K–12 Education

Sean Mulvenon and Jam Khojasteh, University of Arkansas

The Technical, Educators, and Analytics Membership (TEAM) approach represents a new educational collaboration that is being developed among several state educational agencies (SEAs) and local educational agencies (LEAs) in partnership with postsecondary education. Many schools have a difficult time finding the technical expertise they need in the areas of K-12 data modeling, analytics, and report development. TEAM capitalizes on the expertise of educators to outline important information, analytics, and reports for use by classroom teachers, principals, curriculum experts, or others in the school systems. The educator component of TEAM represents SEAs and LEAs working to develop single-source data systems, while the postsecondary faculty members are providing the technical and analytics expertise in support of these K–12 systems. The goal of this presentation is to provide an overview of the concept of TEAM and invite the active participation of attendees on how to become more involved with this approach to improving K–12 data systems.


II–H: Using Statewide Longitudinal Data System (SLDS) Data to Create Workforce Outcome Reports

William Hurwitch, Maine Department of Education

The Maine Department of Education and the Department of Labor, Center for Workforce Research and Information, are collaborating to produce outcome reports for high school, postsecondary, and adult education graduates. This session will provide an overview of the data sources and show examples of the wage and employment outcome reports. The reports are designed to inform the public and enhance decisionmaking, strategic planning, and program evaluation.


II–I: Increasing Access to EDFacts Through Public and Restricted Access Data

Marilyn Seastrom, National Center for Education Statistics
Ross Santy, U.S. Department of Education

Starting in November 2012, selected data collected through EDFacts were made available to qualified researchers through the NCES restricted use data license program. This is only one way in which the U.S. Department of Education is making data from EDFacts available to an audience beyond internal program officers and state agency officials. This session will provide an overview of the current NCES restricted use licensing process, timelines for publicly available data, and plans for future releases.


II–J: The ABCs of Collecting Early Childhood Data

Kimberly Wright, Kansas State Department of Education

In 2011, the Kansas State Department of Education started the process of integrating early childhood data with K–12 data. In this session, you will hear the ABCs of how Kansas approached working with early childhood programs, such as 4-Year-Old At-Risk and Parents as Teachers. You will hear the lessons learned from entering the realm of early childhood and the successes in linking it with the K–12 world.

Download PowerPoint Presentation:

The ABCs of Collecting Early Childhood Data Microsoft PPT File (2.10 MB)

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