Concurrent Session IV Presentations
Thursday, July 31, 2014
9:00 am – 10:00 am
IV–B: Early Childhood Integrated Data System Project (ECIDS) and the
Center for IDEA Early Childhood Data Systems (DaSy Center):
Toolkits for Building Better Data Systems
Jaci Holmes, Maine Department of Education
Missy Cochenour, SLDS State Support Team
Kathy Hebbeler, SRI International
The Early Childhood Integrated Data System Project (ECIDS) and the Center for IDEA Early
Childhood Data Systems (DaSy Center) will provide an overview of their two program-specific
tools to improve data quality in early childhood education and discuss how these tools can help
you use your data as well as the implications of integrating early childhood program data into
P–20+ State Longitudinal Data Systems (SLDS).
Download Zipped PowerPoint Presentation:
IV–C: Reporting Financial Data for Public Access
Glenda Rader, Michigan Department of Education
Susan Barkley, Kentucky Department of Education
Learn how two states are responding to the demand for transparency and accountability of public
education dollars with online financial data reporting. Michigan is partnering with a software
company to transform datasets into user-friendly tables and graphs with comparative capabilities.
Kentucky is adding a finance component to the School Report Card, highlighting key indicators of
financial strengths and weaknesses.
Presentation MI School Data Link:
IV–D: Whose Data Is It Anyway? Determining the Authoritative
Source Between General and Special Education Data
Lindsey Heitman, Jan Petro, June Rhodes Maginnis, and Kathy Baca, Colorado Department of Education
Colorado has struggled historically with conflicting demographic data across general and special
education collections when reporting for EDFacts. With the advent of our new Data Pipeline
system, data governance was employed to determine the “one truth” for reporting student data.
Listen as we explain our processes and share how you have addressed problems of inconsistent
data within your agencies.
IV–E: Virginia’s Data Needs Assessment Project
Bethann Canada, Virginia Department of Education
Brooke Bell, Center for Innovative Technology
The Virginia Department of Education (VDOE) and the Center for Innovative Technology (CIT)
conducted a statewide needs assessment to determine the data practices, requirements, and
needs of Virginia’s school divisions to develop an action plan for providing data and data services
that will allow schools and school divisions to make data-driven decisions and to assist in targeted
interventions that will ultimately improve student achievement. This session will describe the
results of the assessment and how input from a wide variety of stakeholders is guiding a transition
from traditional static one-way data interaction to a model that also includes tools, services, and
support.
IV–F: Following High School Career and Technical Education
(CTE) Completers Into College and the Workforce
Lolita Hall, Virginia Department of Education
Deborah Jonas, Research & Analytic Insights
Ryoko Yamaguchi, Plus Alpha Research and Consulting
We used the Virginia Longitudinal Data System (VLDS) to describe the long-term postsecondary
and employment outcomes of high school graduates who earned diplomas and completed a career
and technical education (CTE) program of study. Postsecondary outcomes include enrollment,
persistence, and diploma type. Employment outcomes include employment status and wages.
Analyses are aimed to understand the high school factors associated with different college and
workforce outcomes, with a particular focus on the influence of CTE program completion on these
outcomes. We will share key study results and describe the data available for this study, including
its strengths and limitations.
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IV–G: Maturing an Organization Through Governance and Stakeholder Engagement
Peter Tamayo and Tim Stensager, Washington State Office of Superintendent of Public Instruction
As organizations move systems from project status into maintenance and operations, the
transition can be difficult. System sustainability efforts, a governance framework, and stakeholder
engagement are keys to maximizing the value of your system investments for your customers and
stakeholders. This session will discuss how Washington is making the transition. Key topics are how
the state addressed (1) ongoing funding for the maintenance and operations of the new systems;
(2) a governance framework that is more than just data governance but includes governance
around maintenance and operations, technical standards, and priorities on new and competing
projects; (3) stakeholder engagement through supporting, collaborating, and communicating with
our partner; and (4) change management processes that help systems evolve over time.
Download Zipped PowerPoint Presentation:
IV–H: Empowering Users to Make Data-Informed Decisions
Margie Johnson, Metropolitan Nashville Public Schools (Tennessee)
Jenny Rankin, Northcentral University
Having a data system is one component of data use. A critical piece to fostering data-informed
decisionmaking throughout an organization is building the capacity of users. In this session,
Metropolitan Nashville Public Schools (MNPS), which has empowered approximately 10,000
employees since 2010 to make informed decisions, will share the Data-Informed Decisionmaking
Framework developed from their lessons learned. This session also will describe results from
a quantitative study investigating the effects of data guides embedded in the district’s data
warehouse designed to support data analysis efforts of MNPS Staff.
Download Zipped PowerPoint Presentation:
IV–I: Lessons Learned From an IIS Implementation—“It’s Complicated”
Suzan Kinaci, Massachusetts Department of Elementary and Secondary Education
The story of an Instructional Improvement System (IIS) implementation is a much more complicated
one than it first appears. This presentation will take attendees on a journey from the requirements
collection and procurement stages of the implementation through the numerous technology-integration
and statewide roll out challenges encountered along the way. Lessons learned will be
shared in the hope that this may benefit others on a similar path in their states.
IV–J: Privacy Technical Assistance Center (PTAC) Update on Recent Guidance
Michael Hawes, U.S. Department of Education
Ross Lemke, AEM Corporation
Baron Rodriguez, Privacy Technical Assistance Center (PTAC)
In this session, the Privacy Technical Assistance Center (PTAC) and the U.S. Department of Education
will give an update on recent guidance that has been released in the last year, such as preserving
student privacy while using online educational services, as well as advice on how to destroy data
when it is no longer needed.
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