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22nd Annual MIS Conference 2009

Concurrent Session VIII Presentations


Thursday, February 19, 2009
1:30 - 2:30


 
VIII–A From the School House to the State House—Data Solutions for All
Robert Hackworth, Kentucky Department of Education
Patrick Quirk, Claraview
    The user-focused Kentucky Instructional Data System (KIDS) is designed to meet the information needs of the education community—educators, administrators, policymakers, and citizens—to increase student success. It combines various information silos into a comprehensive longitudinal data system providing secure access to easy-to-use application and interprets next generation metrics and analytical capabilities that support decision-making at the school, district and state level. Presenters showcased KIDS functionality and components, shared lessons learned, and shed light on the future of the system. Attendees joined the presenters as they continued their journey to drive greater accountability, higher standards, and academic improvement for all Kentucky schools.

Sessions in Statewide Data Systems (SDS) track:

 
VIII–B Wyoming e-Transcript Solution: Wyoming Transcript Center
Shadd Schutte, Wyoming Department of Education
Alex Jackl, ESP Solutions Group
    The presenters discussed how Wyoming began the process of developing a standard transcript element list for all Wyoming schools and explain how Wyoming moved from an element list to actual e-transcripts. The presentation described the process of training 48 school districts and the necessary task of managing the implementation of 48 separate institutions within one singular technological solution for e-transcript sharing. Finally, they discussed the need for e-transcripts to meet the postsecondary requirements and the requirements of a statewide scholarship program and how this process was accomplished.

Sessions in Schools Interoperability Framework (SIF) track:

 
VIII–C The American Community Survey School District Custom Tabulation
Doug Geverdt, U.S. Census Bureau
    The American Community Survey (ACS) is a nationwide survey from the U.S. Census Bureau designed to provide communities and school districts with timely demographic, social, economic, and housing data every year. The National Center for Education Statistics (NCES) sponsors a supplemental custom tabulation that produces the largest annual set of demographics for school-age children available from the ACS. This annual supplement offers a wealth of information for school planners, researchers, and program administrators, and it will allow data users to track school district demographic change over time. This presentation provided a brief overview of the ACS and discussed the unique content available from the NCES custom tabulation.

Sessions in Data Use/Data Standards track:

 
VIII–D School District Title I Estimates: Boundary Updates and Methodology From the U.S. Census Bureau
Wesley Basel, KaNin Reese, and Pat Ream, U.S. Census Bureau
    As directed under the No Child Left Behind Act, the U.S. Census Bureau produces model-based estimates of poverty and population for use in allocating education funds. This presentation summarized the multi-step production process resulting in poverty estimates at the state, county, and school district levels. The biennial boundary update process was covered in some detail, as it provides the official school district geographic definitions used by the U.S. Census Bureau and the National Center for Education Statistics (NCES). The discussion included advances being made in the participation of state mapping coordinators, and a demonstration of the MAF/TIGER Partnership Software.

Sessions in Federal track:

 
VIII–E Using EDFacts as Part of a Data Validation Process
Ross Santy, U.S. Department of Education
    Recent improvements to state information systems have resulted in more diverse data being maintained within centralized data systems. In order to ensure that these systems are meeting the needs of business users across state departments of education and within local education agencies (LEAs), information offices are putting into place systems of data audits and validation checks. These often utilize both periodic validation and use of the annual reporting to the U.S. Department of Education's EDFacts systems. In this session, representatives from both state and federal agencies discussed ways of ensuring data quality through data audits and external validation.

Download Zipped PowerPoint Presentation:

Sessions in EDFacts track:

 
VIII–F School Districts and Intellectual Property Issues—Basics, Recent Developments, and How the Web Can Get You in Trouble
Allen Miedema, Northshore School District (Washington State) Kevin Swan, K&L Gates, LLP
    This session provided a brief description of some intellectual property basics behind issues that every school district is dealing with; some recent legal developments in related intellectual property law; and a discussion of selected issues concerning school districts and the worldwide web.

Sessions in Washington State track:

 
VIII–G Technology-Supported Professional Development for Principals and School-Based Leaders on Using Business Intelligence Tools for Making Quality Decisions
Susan Stein, Jacqueline Nunn, and Dianne Tracey Center for Technology in Education, Johns Hopkins University
    As part of the Maryland Longitudinal Data System (MLDS) grant, Johns Hopkins University's Center for Technology in Education is working with principals and school-based leaders to improve the outcomes of students with disabilities by using business intelligence tools coupled with a process for using longitudinal data to make quality decisions. This prototype establishes a collaborative relationship with principals and their administrative team to review teacher and student performance data routinely and to check fidelity of interventions targeted to address student needs. This session highlighted three tools that are part of the MLDS that support this model: Maryland Individuals with Disabilities Education Act (IDEA) Scorecard, Teacher Compass, and Student Compass.

Sessions in Longitudinal Data Systems (LDS) track:

 
VIII–H Using State Data at the Local Level to Improve Student Achievement
Dennis Hocevar and Richard Brown, University of Southern California
    The cornerstone of an effective state accountability system is access to accurate and fair information that educators can use to improve student learning. In most states, No Child Left Behind (NCLB) report cards are blunt instruments when applied at the local level, lacking as they do the capacity to generate credible descriptions of student growth and school improvement that school teachers and leaders can use. Leveled Assessment Modeling (LAM) (Hocevar & Brown 2007) is a new and simple methodology that incorporates grade-to-grade transition tables, expectancy tables (Braun 2005) and value tables (Hill 2006). This session was an expository description of LAM aimed at showing practitioners a cost-effective way to use state data to improve student learning.

Sessions in Data Use/Data Standards track:

 
VIII–I Collection of Evidence Data
Lesley Klenk and Amanda Mount
Washington State Office of Superintendent of Public Instruction
    The state of Washington offers several alternatives to passing its large-scale graduation tests in reading, writing, and mathematics. One of the options, the Collection of Evidence (COE), is a set of work samples produced in a classroom setting and supervised by teachers. Students are able to select materials that interest them, move them towards their career goals, and support cultural diversity. Data collected on the success rate of the students demonstrate that a statistically significant number of students are meeting standards in all three content areas. The percentage of students from diverse backgrounds, career and technical colleges, and special and unique circumstances are demonstrating that all students can succeed given an opportunity to show their abilities in non-traditional ways.

Sessions in Washington State track:

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