III–A

The National Center for Education Statistics School District Demographics System website has been redesigned to accommodate the annual American Community Survey (ACS) data and the coming 2010 Decennial Census. The improvements include fewer steps to get reports, current mapping technology, and ArcGIS map viewer integrated with ACS data.

III–B

The New Mexico Public Education Department has implemented the Student and Teacher Accountability and Reporting System, a Longitudinal Data System (LDS) that collects and reports student, staff, and course information. The theme of this presentation was "Life After an LDS implementation." The notion that an LDS is never really complete was presented along with reasons why. The presentation also provided insight into how New Mexico views and has prioritized potential next steps, such as Schools Interoperability Framework, a portal, and an Instructional Management System (connecting data with content).

III–C

Is your assessment data CD still a mystery to you? Are you looking for an assessment program to assist teachers and administrators with analyzing assessment data? Do you have the FREE assessment Data Extractor? The California Learning Resource Network, which has reviewed more than 38 data management systems, discussed the complexities of selecting a data system and demonstrated CLRN’s Electronic Learning Assessment Resource reviews. We also demonstrated the free Data Extractor and online tutorials to extract and analyze performance data from your assessment data CD.

III–D

This session was a discussion about the recent work by the U.S. Department of Education (ED) to enable collection of EDFacts data based on the Schools Interoperability Framework Association’s (SIFA) 2.0 schema. The discussion focused on the ways some states are implementing SIFA and ED’s next steps for implementing a long-term SIFA solution.

III–E

Data for Student Success is a project started in 2006–07 that provides a tightly integrated program of web-based inquiries sitting on data collected by Michigan’s Center for Educational Performance and Information, and rich, sustained professional development. In this session, Michigan described how the dynamic inquiries and professional development originated from the expressed needs and local programs at participating local education agencies and are now, in year two of the project, being refined through State best practices in anticipation of a year three scale-up.

The state also described the technical and operational practices that allow the project to deliver actionable data to the desktops of principals and teachers, demonstrated the dynamic inquiries, and reviewed the professional development.

Download Zipped PowerPoint Presentation:

• Data for Student Success: Michigan’s Model for State and Local
  Collaboration (2.92 MB)

III–F

The National Center for Education Statistics and the U.S. Census Bureau have replaced the client-based Crosswalk Software with a new Internet-based feature that has been incorporated into the National Public Education Financial Survey (NPEFS) Web application. This feature eliminates the state respondents’ problems with conflicting desktop platforms and third party software. The interface was developed with the same user friendly functionality as the current Web application. Installation has been streamlined; files no longer have to be downloaded. All other major processes of the current software are now resident in the new web feature.

The demonstration also provided a walk through of the "Crosswalk User Guide" which will be incorporated into the NPEFS Instruction Booklet.

III–G

The school district of Jefferson County in Louisville, Kentucky has created an online formative assessment tracking system complete with an item bank, distributed in-school test scanning, a custom scoring rubric based on state standards, and an integrated school goal tracking system. The animated graphical dashboard provides instant assessment feedback to teachers and administrators, as well as academic, attendance, and discipline information to after school community partners.

III–H

In part one of this session, we looked at the current status of interoperability for the LEAs and SEAs participating on the panel; what successes, lessons learned, or greatest challenges there have been or are in putting data interoperability in place; along with a Q&A time.

In part two of this session, we asked our vendor panel members to join with us to learn from their perspectives on what successes, lessons learned, or greatest challenges they have had in putting interoperability in place while working with their customers, and continue Q&A time.