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Concurrent Session I Presentations


Wednesday, July 11, 2012
2:30 pm – 3:20 pm


I–A: Data Quality Showcase: The Many Angles of Data Quality in Kansas

Kateri Grillot, Kathy Gosa, and Kelly Holder; Kansas State Department of Education

    Achieving data quality is not as straightforward as it may appear on the surface—and to be effective, efforts to achieve quality need to be approached from many angles. In Kansas, we have found that data quality requires a systemic approach that addresses common quality issues on a variety of fronts, both technical and nontechnical. In this session, you will hear how Kansas has approached data quality systemically through data quality audits, training, dashboard development, master data management practices, and software application edits and standards.

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I–B: Accessing and Exploring NCES K–12 Data: Common Core of Data (CCD), National Household Education Surveys (NHES), Early Childhood Longitudinal Study-Kindergarten Class of 1998–99 (ECLS-K), Education Longitudinal Study of 2002 (ELS:2002), Schools and Staffing Survey (SASS), and the National Assessment of Educational Progress (NAEP)

Stephen Cornman, Elise Christopher, Sarah Hastedt, and Emmanuel Sikali; National Center for Education Statistics

    The National Center for Education Statistics (NCES) has recently unveiled several state-of-the-art data tools to easily access and use data. This session provides guidance and advice on using these tools to navigate several NCES data sets. It discusses methods to access the Common Core of Data (CCD) public use data files and utilize the Search for Public/Private Schools and Districts tools, Fiscal Peer Search Tool, Build-a-Table (BAT), and the Elementary/Secondary Information System (ELSI). The session covers navigation of the Educational Data Analysis Tool featuring data sets from National Household Education Surveys (NHES), the Early Childhood Longitudinal Study- Kindergarten Class of 1998–99 (ECLS-K), the Education Longitudinal Study of 2002 (ELS:2002), and the Schools and Staffing Survey (SASS). It also provides an overview of the National Assessment of Educational Progress Data Explorer (NDE). The data explorers are online tools that allow users to create custom statistical tables and graphics. The NDE is a rich and dynamic database of all National Assessment of Educational Progress (NAEP) data.

I–C: Using Common Education Data Standards (CEDS)

Bill Huennekens, Washington State Office of Superintendent of Public Instruction
Tom Ogle, Missouri Department of Elementary and Secondary Education
Tony Ruggiero, Delaware Department of Education
Jim Campbell, AEM Corporation

    With the release of the Common Education Data Standards (CEDS) Version 2, many states are looking at ways CEDS may impact their data initiatives. This session addresses how Delaware, Missouri, and Washington have started using CEDS in their states.

I–D: School and District Accountability Data and Elementary and Secondary Education Act (ESEA) Flexibility

Ross Santy, U.S. Department of Education; Metropolitan Nashville Public Schools (Tennessee)

    Thirty-eight (38) states have applied for flexibility under the Elementary and Secondary Education Act (ESEA) to implement state-specific models of school and district accountability. As of April 2012, 11 states have been approved and will begin implementing a revised accountability model when making 2011-12 accountability determinations. This session covers the core areas of ESEA Flexibility and its impact upon data reported publicly on report cards and to the federal government through EDFacts, and two states currently approved for flexibility will discuss the changes in their states and how released data are affected.

I–E: Enhancing Teacher Effectiveness Measures With Tripod Student Surveys

Rorie Harris and Tracey Wilson, Memphis City Schools (Tennessee)
Rob Ramsdell, Cambridge Education/Tripod Project
Jennifer Lally, Choice Solutions, Inc.

    By incorporating districtwide administration of student surveys as a component of a coherent system of multiple measures, Memphis has the ability to enhance the quality and reliability of its teacher evaluation and feedback systems. Through the delivery of the Tripod survey assessment program, educators can receive online access to carefully organized feedback about student engagement, classroom learning conditions, and school climate. Results from student surveys enable decisionmakers at every level to focus priorities, track improvement, and evaluate results. Having these data enable us to truly differentiate learning so we can support every single teacher along the effectiveness spectrum.

I–F: Making the Best Use of Your Data: Effective Strategies for Research Partnerships and In-House Analysis

Dorothyjean Cratty; National Center for Education Statistics

    Whether you are working with two great years of data or ten disheveled ones, there are a number of effective strategies for turning administrative data files into research-ready data sets. This session discusses techniques and resources that states and districts can use to leverage the power of any data system. Examples of longitudinal analysis on dropouts, college readiness, course taking, teacher assignment, etc. are demonstrated using an actual, imperfect statewide longitudinal data system. These examples demonstrate a range of techniques for conducting rigorous analysis with data systems that are still under construction. They can be helpful for in-house analysis as well as for preparing and documenting data files to ensure their best use by research partners.

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I–G: Book of Data Governance—What It Means to be a Virginia Statewide Longitudinal Data System (SLDS) Member

Bethann Canada, Virginia Department of Education
Henry Paik, Center for Innovative Technology
Jeff Sellers, Statewide Longitudinal Data System (SLDS) State Support Team

    This session provides details for stakeholder membership criteria for Virginia’s Statewide Longitudinal Data System (SLDS), including data sharing and usage for K–12, postsecondary, workforce, and other data providers and consumers. The Virginia Longitudinal Data System Book of Data Governance is described in this practical session, covering topics such as the governance framework, data quality standards, data sharing agreements, and system governance.

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I–H: Utilizing Software for Data-driven, Effective Student Interventions

Cathy Giles, Reading Public Schools (Massachusetts)
Chris Chesowsky, Longleaf Solutions

    J.W. Killam Elementary School in Reading, Massachusetts, has recently transformed its student intervention process. J.W. Killam began using new data-driven, interactive, guided methods by implementing the PK–12 performance management software BaselineEdge. The school has unified disparate district data into a single system that allows administrators to easily analyze available facts and make informed decisions on student interventions. Cathy Giles, principal of J.W. Killam, will walk through the current process of student intervention planning at J.W. Killam and discuss the struggles this new technology resolved within her school. She will demonstrate utilizing data to identify at-risk students, grouping these students into appropriate tiers, assigning students to intervention plans, and determining the effectiveness of plans by measuring student performance against goals.

I–I: Connecting Data to Improve Instructional Outcomes

DeDe Conner, Kentucky Department of Education
Amy Young, Schoolnet, Inc.

    Kentucky’s Continuous Instructional Improvement Technology System (CIITS) connects standards, electronically stored instructional resources, curriculum, formative assessments, instruction, professional learning, and evaluation of teachers and principals in one place, thereby improving instructional outcomes, teacher effectiveness, and leadership.

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