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Concurrent Session IX Presentations

Thursday, February 24, 2011
2:45 - 3:45

IX–A: District Data Dashboards—Best Practices, Solutions, and Works in Progress

Patrick Plant, Anoka-Hennepin Independent School District #11 (Minnesota)
Janice Gunnip, Greenwich Public Schools (Connecticut)
Ben Glazer, San Francisco Unified School District (California)
Nona Ullman, Improve, LLC

    Anoka-Hennepin, the largest school district in Minnesota, and Greenwich Public Schools are building/have built data dashboards to provide stakeholders with personalized, actionable data to improve teaching, learning, and operations. These data dashboards provide improved analytics that further enable unified access to critical information in key operational subsystems.

    Anoka-Hennepin conducted internal stakeholder focus groups to define requirements (tied to strategic goals and metrics) and commissioned research on identifying current best practices in data dashboard use among school districts, including Charlotte-Mecklenburg, Atlanta, San Francisco, Greenwich, and others. This presentation provides an overview of Anoka-Hennepin's approach, research, and best practice findings and a demonstration of Greenwich Public School's data dashboard, including how Greenwich achieved 100 percent usage and adoption in their fall 2010 roll-out of elementary school language arts RTI functionality.

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IX–B: Challenges to Measuring College Readiness in Texas

Mi-Suk Shim, Texas Education Agency
Colby J. Stoever, Texas Higher Education Coordinating Board
Dan Murphy, Pearson

    Texas Education Agency and the Texas Higher Education Coordinating Board (THECB) have been working on implementing legislation related to college readiness. House Bill 3, enacted by the Legislature of the State of Texas in June 2009, provided clarification and specific requirements for setting college-readiness performance standards on end-of-course (EOC) assessment programs. This presentation will explore the benefits and challenges associated with setting these college-readiness standards. In particular, challenges to assembling longitudinal data sets that track student academic performance across secondary and postsecondary institutions will be explored. Planned central locations that house data across different agencies will be presented as a possible future solution to current data collection challenges.

IX–C: University-District Partnership for Data-Informed Decisionmaking

Elizabeth Farley-Ripple and Doug Archbald, University of Delaware, School of Education
Dan Weinles, Christina School District (Delaware)

    Faculty at the University of Delaware and Delaware's largest and most urban school system, Christina School District, have established a partnership to enhance district capacity for data-informed decisionmaking. Through this partnership, university and district resources are combined to generate advanced analyses to answer important and complex questions about educational outcomes. Using one issue as an example—equity in coursetaking trajectories and outcomes—this presentation examines how a university-district partnership can overcome barriers related to (a) integration of data across district and state systems and (b) limited analytical capacity in districts due to resource limitations.

IX–D: Utah eTranscript and Record Exchange (UTREx) and the Utah Data Alliance (UDA)

John Brandt, Utah State Office of Education

    The emphasis on data-driven decisionmaking is growing at all levels, and Utah is making a concerted and cooperative effort to stay at the forefront of longitudinal student data systems (LSDS) evolution. During this session, John Brandt, IT Director of Utah State Office of Education (USOE), will describe and discuss Utah's two ongoing LSDS projects: (1) Utah eTranscript and Record Exchange (UTREx) and (2) the Utah Data Alliance (UDA). UTREx will support Utah students by providing Utah's state education agencies (SEAs) and local education agencies (LEAs) automated and timely vertical student data collection, LEA to LEA exchange capabilities, and eTranscripts for students applying to postsecondary institutions. UTREx, along with Utah's System of Higher Education, College of Applied Technology, Department of Workforce Services, and other state agencies, will provide and consume data from a shared data store for multiple levels of data analysis and research.

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IX–E: Real-Time Data Collection—Timely Access to Accurate SLDS Data

Vladimir Hyppolite, Massachusetts Department of Elementary and Secondary Education Aziz Elia, CPSI, Ltd.

    For information to be useful, it must be timely, readily available, and accurate. This session will look at the real-time data collection efforts of the Massachusetts Department of Elementary and Secondary Education. Come hear how it is using a standards-based data collection model to dramatically improve the level of data quality and the timeliness of data collection through validation. State representatives will share how they implemented a grant funding model to help districts finance the state's data collection needs.

IX–F: Delivering Personalized Learning: Scalability of an i3 Grant Project

Bailey Mitchell, Forsyth County Schools (Georgia)
Barry Brahier, Infinite Campus

    Through an Investing in Innovation (i3) grant and partnership with Infinite Campus, Forsyth County Schools (FCS) will deliver standards-based personalized learning in their secondary schools beginning August 2011. The five-year project implements a database linking (1) the standards-based learning activities teachers provide students, (2) student scores on formative assessments, and (3) student scores on interim and summative assessments. Ultimately the system will provide recommendations for the next learning activity for each student. National scalability is expected, since the functionality deployed in FCS will be available across the 4.8 million student install base of the Infinite Campus SIS.

IX–G: Texas Workforce Evaluation System

Ruben Garcia, Texas Workforce Commission

    The Texas Workforce Evaluation System is one of the oldest longitudinal education and workforce data systems in the country. This presentation will describe the evolution of the system to its current transformation and the challenges encountered over the years, including Family Educational Rights and Privacy Act (FERPA), interoperability, and data sharing. Reports, uses of the data, and future plans for expansion and consolidation will be discussed.

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IX–H: Data Usage—Got Tools?

Susan Thompson-Hoffman, U.S. Department of Education
Joe Rabenstine, Claraview

    This session will present frameworks and tools to increase data usage in your organization for activities that include identifying customers and their needs; accessing data; identifying data sources and content, analyses, and reports; using dissemination vehicles; and making multiple uses of data. The session will also address how data tools can provide underlying supports such as cultural transformation, capability building, defining the organization's mission, goals and objectives, and technology, among others.

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IX–I: Best Practices for Data Protection and Cyber Security

Anthony Barger, Engineering Systems Solutions
Baron Rodriguez, AEM Corporation
Tom Szuba, Quality Information Partners, Inc.

    Safeguarding data and protecting privacy in a digital age is challenging. We are globally connected and share similar privacy and data protection challenges with other parts of the U.S. government and private sector. Hear from the U.S. Department of Education's newly formed Privacy Technical Assistance Center (PTAC) on best practices for data protection and cyber security. This session will cover real-world experiences across the U.S. government, healthcare, and financial institutions. Your contribution is critical to sharing knowledge and experiences surrounding the privacy challenges faced by education organizations at the federal, state, and local levels.