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Concurrent Session III Presentations

Wednesday, February 23, 2011
1:45 - 2:45

III–A: Engaging Your Postsecondary Colleagues in the Common Education Data Standards Initiative

John Blegen and Hans L'Orange, State Higher Education Executive Officers (SHEEO)
Donald Houde

    There is often discussion of "cultural differences" and other differences in perspective between K-12 and postsecondary sectors that make collaboration on data issues challenging. This session will attempt to identify the myth and reality of those differences and outline strategies for successful collaborations. This participatory session will define guiding principles, capture group experiences, and identify successful patterns for action. The Common Education Data Standards Initiative is a partnership among the State Higher Education Executive Officers, Council of Chief State School Officers, U.S. Department of Education, the Data Quality Campaign, the Schools Interoperability Framework Association, and the Postsecondary Electronic Standards Council.

III–B: Educator Accountability and Effectiveness

Jerel Booker, Janice Lopez, and Priscilla Aquino-Garza; Texas Education Agency

    The presentation will provide an overview of the recently piloted Accountability System for Education Preparation Programs (ASEP). ASEP is built on four standards: (1) the results of certification examinations; (2) beginning teacher performance based on an appraisal system; (3) achievement, including improvement in achievement of students taught by teachers in their first three years; and (4) compliance with rules regarding the frequency, duration, and quality of field supervision of first-year teachers. The presentation will additionally discuss the educator effectiveness initiative that coincides with the requirements of ASEP.

III–C: The Family Educational Rights and Privacy Act (FERPA) Officer vs. the Data Governor

Tom Ogle, Missouri Department of Elementary and Secondary Education
Laurel Ballard, Wyoming Department of Education
Peggy Corazza, Alaska Department of Education and Early Development
Glynn Ligon, ESP Solutions Group

    Data governance has joined data processing, management, and administration. Yes, data now must be governed. There are rules, processes, procedures, regulations, even laws that data must follow. Whether the "a" in data is long or short, or data is singular or plural is for grammarians. Information systems professionals must deal with the major issues of access and proper usage in longitudinal data systems, provisioning learning management systems, de-identification, and exchange agreements with other governmental agencies while protecting individual privacy. Presenters will discuss how their policies handle these issues and contrast their views and approaches.

III–D: Making Data Part of the Infrastructure

Gary West, South Carolina Department of Education

    The hardest part of getting teachers to use data is the difficult work of analysis: finding out what those data mean for each student. Take, for example, the mythical and notorious "Johnny," who can't read. What if the data analyses were part of the infrastructure? What if the statewide longitudinal data system (SLDS) could tell the teacher what has been successful in improving the performance of students like Johnny? What if the SLDS could provide contact information for other teachers who had been successful in improving the performance of students like Johnny? Would there be more time to teach Johnny? Would the teaching and learning be more effective and efficient if the teacher could teach instead of analyze? Participants in this session will learn about a system that uses longitudinal data to inform teachers about resources that have worked with other students like Johnny and are, thus, more likely to work for Johnny. The goal of the presentation is to introduce the project and to foster discussion of its potential for changing the way teachers work.

III–E: Data Exchange on National Assessment of Educational Progress (NAEP) Computer-Based Assessments

Richard Struense, National Center for Education Statistics
Scott Ferguson, Fulcrum IT Services Company

    The National Assessment of Educational Progress (NAEP) has made computer-based assessments an operational part of the program. Among the most important lessons learned is the need to approach the development of these kinds of assessments very differently than the development of paper-and-pencil assessments. The presenters in this session have been part of the development and administration of new computer-based NAEP assessments in science and writing and are beginning to plan for the development of a computer-based assessment in technological literacy. The focus of their presentation will be on the development and administrative challenges faced and how meeting these challenges led to important lessons that could be of value to states and districts.

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III–F: Building an Effective Workforce Using a P-20/W SLDS

Jim Addy, Iowa Department of Education
Shara Bunis, Pennsylvania Department of Education
Chris Cassel, Nebraska Department of Education
Moderator: Shawn Bay, eScholar

    State education agencies have been expanding their efforts to improve linkages between education and workforce data to create a P-20/W Statewide Longitudinal Data System (SLDS) with individual-level information from pre-kindergarten through postsecondary and into the workforce systems. Join us for a panel discussion with three state education agencies to learn what they are doing to develop the next generation P-20/W SLDS to make a difference in creating the workforce of tomorrow.

III–G: Beyond Snapshots: What's New in Online Data Dissemination to Teachers?

Raymond Martin and Mark Vocca, Connecticut State Department of Education
Vasu Marla, Choice Solutions, Inc.

    While school "snapshots" and profiles can be helpful tools for teachers and administrators, they are only the beginning. The Connecticut State Department of Education is developing online tools to allow teachers and administrators to dig deeper. This session will demonstrate two of the tools Connecticut is making available to local eduation agencies (LEAs): longitudinal student profiles and advanced analysis tools. The student profiles offer a historical look into a student's membership data, assessment results, program enrollment, and discipline data. The analysis tools allow users to perform cube-level analyses of their data. Together they give LEA staff a pair of exciting new tools.

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III–H: EDFacts Quality Improvement Project (EQuIP) Update

Pam Hinman, U.S. Department of Education
Darla Marburger and Joe Rabenstine, Claraview

    The EDFacts Quality Improvement Project (EQuIP) has completed its proof-of-concept phase. In this session, representatives from the U.S. Department of Education's program offices will share their findings, lessons learned, proposed next steps, and overall results and experiences from the proof of concept.

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III–I: A Drive Through the Georgia Tunnel

Bob Swiggum and Deb Holdren, Georgia Department of Education

    Come see a demonstration of the unique approach the Georgia Department of Education has implemented for access to statewide longitudinal data system (SLDS) student data. Instead of having districts log into a state system, Georgia has worked with student information system (SIS) vendors to establish a federated identity between the district's SIS and the state's SLDS application. Georgia will explain the approach and demonstrate its SLDS application.