The New Hampshire Department of Education's (NHDOE) myNHDOE single sign on security implementation provides a mechanism for NHDOE, district, and school staff who are responsible for collecting and reporting data to gain access to the Department's web-based data collection systems with a single user name and password. MyNHDOE provides extensive levels of security based on systems, roles, and users.

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myNHDOE Single Sign On System (1.30 MB)

Sessions in Statewide Data Systems (SDS) track:

I-A, III-H, IV-A, IV-D, V-A, VII-D, VII-F, VIII-A, X-H

With the new year upon us figuratively as well as literally, more than ever we must make sure conversations around data interoperability are clear, concise, and answer questions for all levels. With the changes that have occurred from the elections, the need for outreach is great. In this session the presenters highlighted what data interoperability means for policy makers, system funders, system users and in a technical sense. They shared information that can be used to garner the support needed for the projects and to communicate clearly with each audience. Additionally, considerations for a comprehensive understanding of data privacy and how to open discussion channels across and between entities to ensure success for a Longitudinal Data Systems (LDS) were discussed.

Sessions in Schools Interoperability Framework (SIF) track:

I-B, II-B, III-B, IV-B, V-B, VI-B, VII-B, VIII-B, IX-B

The U.S. Army is widely considered one of the most highly trained and professional forces in the world. Manning this force is a challenge—currently, fewer than three out of ten 17-24 year old youth in America qualify for service in the U.S. Army. A significant number of youth are disqualified by educational requirements. The U.S. Army Recruiting Command uses education statistics and data not only to evaluate areas for current recruiting operations, but also to identify areas in which to partner with educational activities to provide programs that assist in youth development for the betterment of our nation.

Sessions in Data Use/Data Standards track:

I-C, I-D, I-E, II-A, II-C, III-C, IV-C, IV-H, V-C, V-H, VI-C, VII-A, VII-C, VIII-C, VIII-H, IX-A, IX-C, IX-F, IX-H, X-A, X-C, X-F, XI-A, XI-D, XII-C, XII-D

In 2007, the Kansas State Department of Education launched a Data Quality Certification (DQC) program dedicated to increasing the quality of student data submitted by school and district personnel across the state. After a very successful pilot program, the certification program opened statewide for the 2008-09 year. Participant demand rose significantly the second year and additional specializations/tracks were created to meet the increasing variety of school personnel interested in the program. The DQC tracks offer a combination of online and hands-on training sessions, supplemental homework exercises, and a final examination culminating in a certification that is required to be maintained annually. This session offered an overview of the certification program's structure, tracks, curriculum, success stories, evaluation measures, program resource tools, and promotional strategies for reaching a wide geographic and demographic population of school personnel with a professional development program to improve data quality.

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Yellow Brick by Yellow Brick: Using a Professional Development Program to Strengthen Data Quality in Kansas (3.9 MB)

Sessions in Data Quality track:

II-H, III-D, V-D, VII-H, IX-D, X-D, XI-H

New U.S. Department of Education Regulations on Title I require states to use a four-year adjusted cohort graduation rate starting with graduates of the 2010-11 school year. While almost every state is on pace to have the core systems necessary to generate such a rate, fewer states are currently generating and reporting it. This session presented the requirements within the new regulations, discussed some of the challenges, both technical and policy challenges, that the U.S. Department of Education expects to see in the reporting and use of the adjusted cohort rates, and offered a presentation by the Massachusetts Department of Elementary and Secondary Education on the challenges they have experienced in implementing the rate.

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Implementing Your Adjusted Cohort Graduation Rate by 2010-2011 (235 KB)

Calculating and Reporting Graduation Rates in MA Public Schools (77 KB)

Sessions in EDFacts track:

II-E, III-E, IV-E, V-E, VI-E, VII-E, VIII-E, IX-E, X-E, XI-E

E-Transcripts make life easier all around. They allow students to send their records electronically and instantaneously to colleges and universities of choice, and they save a lot of time and paper in both the sending and receiving institutions. E-Transcripts decrease the chances of fraud, and the data can be immediately incorporated in the information systems of the receiving agencies. E-Transcripts implementation leads to greater standardization of student data and minimizes errors during data transfer. E-Transcripts also allow for student records to follow the student during K-12 school transfers. But e-Transcripts are still relatively new on the block and their implementation is not always straight-forward. During this session, four states shared their approaches, lessons learned, and successes in implementing and using e-Transcripts.

Sessions in Longitudinal Data Systems (LDS) track:

I-G, II-G, III-G, IV-G, V-G, VI-G, VII-G, VIII-G, IX-G, X-G, XI-G, XII-G

No Child Left Behind (NCLB) and various state mandates call for reduction in dropout rates in all schools and increased high school graduation rates. Documenting the status of former students is crucial to achieving these goals. The Albuquerque Public School (APS) district, with 89,000 students, the nation's 30th largest district has developed a web-based real-time reporting system that allows school and district administrators to monitor students who have withdrawn. The application reports detailed student lists showing drop-outs, transfers, graduations and other ending enrollment events. The system is being enhanced to track students within cohort groups as described by NCLB and the New Mexico Public Education Department. This presentation explained the various business processes and ever-evolving compliance issues addressed by the system and how district administrators and managers are utilizing the website to monitor operational issues in APS schools. The importance of monitoring annual dropout data as a tool to improve cohort graduation rates was demonstrated. The session also explained the engineering and organizational issues surrounding the design and development of the system including technologies applied, development methodologies, usability, and other lessons learned.

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Developing a Web-based Reporting System to Monitor Annual Dropout and Cohort Graduations in a Large Public School System (951 KB)

Sessions in Data Use/Data Standards track:

I-C, I-D, I-E, II-A, II-C, III-C, IV-C, IV-H, V-C, V-H, VI-C, VII-A, VII-C, VIII-C, VIII-H, IX-A, IV-C, IX-F, IX-H, X-A, X-C, X-F, XI-A, XI-D, XII-C, XII-D

Washington's Education Research and Data Center (ERDC) was created by the 2007 state legislature. The purpose of the ERDC is to conduct analyses of early learning, K-12, and higher education programs and education issues across the P-20 system. The ERDC operates in partnership with the education agencies in the state, including the Office of Superintendent of Public Instruction. Attendees joined presenters as they discuss their progress on an integrated P-20 longitudinal research data system.

Sessions in Washington State track:

I-I, II-I, III-A, III-I, IV-I, V-I, VI-I, VII-I, VIII-F, VIII-I, IX-I, X-I, XI-I, XII-I