V–A

With No Child Left Behind (NCLB) and its focus on increasing student performance for all children, a need to have high quality, accurate, reliable information has ensued. A web-based application has been developed to review the end status of students at any point in time throughout the school year. The Student Information/Instructional Accountability Team at the Albuquerque Public Schools, Research Development and Accountability, has been working closely with school and district staff to understand their needs surrounding these data. Using this application, school and district staff can easily access information surrounding dropouts, enrollments, and withdrawals (DEW). Staff may choose the location of analysis or any standard grouping to view the details of the students in question. Schools are particularly interested in the graduates, transfers, and dropouts. The accuracy of these data is important for the adequate yearly progress cohort graduation rate formula used for NCLB. The presenter discussed ideas for maintaining the accuracy of these data and keeping up with changing requirements.

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• Using a Web-Based Application to Integrate Student Data Surrounding Accountability (1.63 MB)

V–B

This session described the Navajo Nation's effort to develop an information system that will house student-level data for schools serving Navajo students. The Navajo Nation Educational Information System is an essential component to improve the quality of education on the Navajo Nation.

V–C

The K12HSN is a state program funded by the California Department of Education to provide the California K-12 community with high-speed network connectivity, Internet access, teaching and learning application coordination, and videoconferencing and distance learning support. The mission of the California K-12 High Speed Network is to enable educators, students and staff across the state to have access to a reliable high speed network that has the capacity to deliver high quality online resources to support teaching and learning and promote academic achievement. Attendees discovered how CA is addressing the needs of schools throughout the state through a variety of innovative strategies.

V–D

A panel of State Education Agency data managers discussed how and where states find the data they need to submit to the EDFacts collection to support other data collections from the education data files in their states. Since the annual EDFacts collection became mandatory for the current 2006–07 school year data, these "lessons learned" should have proved very useful to those attending this session.

V–E

How can states and local districts make decisions about which longitudinal reports will provide the biggest impact for the investment in resources? Kansas and Michigan presented a stakeholder analysis tool that has been used in Florida and Michigan to develop longitudinal reports that make a difference. Participants were provided with a copy of the tool and experienced a step-by-step example of the tool in action, at work in a data environment that has both limitations and opportunities. This framework was designed to be customized and can be used by any state or local education agency to identify and prioritize information delivery that meets the needs of various stakeholders.

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• Creating High-Impact Information From Longitudinal Data (1.01 MB)

V–F

The Common Core of Data (CCD) provides geocodes that identify spatial relationships between schools, local education agencies (LEAs), and other types of geographic areas (e.g., metropolitan areas). The first portion of this presentation reviewed the current set of CCD geocodes, discussed how those associations are created, and explained their limitations. The second portion introduced a new set of supplemental research files that significantly expands the LEA geocodes provided in the CCD. This presentation may have been particularly helpful for geographic information systems analysts; CCD users puzzled by terms like metropolitan, micropolitan, and urban; and anyone interested in integrating CCD with data available for other geographic areas.

V–G

Today's educators are inundated with student data but often do not have a systematic approach to analyze or design interventions. This session provided practical, user friendly strategies that can be used by school teams, individual teachers, or administrators. Applicable for K-12, with special emphasis on secondary interventions for common problems that interfere with learning, this was a must-have session for anyone struggling to help students to become more successful!

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• Using Data to Drive Decisions About Academic and Behavioral
  Interventions (1.37 MB)

V–H

Putting the Schools Interoperability Framework (SIF) backbone in place to enable Student Locator Framework (SLF) was just a piece of the puzzle. We reviewed our current status and what interesting things we have uncovered so far working through the process of putting SLF in place with the divisions. We also highlighted our expansion covered by the Longitudinal Data System Grant into vertical reporting, e-transcripts, and student record exchange using SIF to fit all the pieces together.