25th Annual MIS Conference 2012 - Concurrent Session V Presentations

25th Annual MIS Conference 2012

Concurrent Session V Presentations

Wednesday, February 15, 2012
4:15 - 5:15

V–A: It's a Journey, Not a Destination: The Development of Virginia's Postsecondary Education Reports

Nathan Carter and Deborah Jonas, Virginia Department of Education

Meeting the challenge of creating useful postsecondary education reports often rests on the ability to reliably merge longitudinal data from disparate sources. This presentation shares the lessons learned during Virginia's journey to create Postsecondary Education Reports that meet the requirements for State Fiscal Stabilization Fund Indicators—postsecondary enrollment (c11) and postsecondary credits earned (c12). Discussion topics include challenges and decisions made when merging K–12 data with postsecondary education data, strategies used to address challenges, and Virginia's approach to designing and using Postsecondary Education Reports to support college readiness initiatives.

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It's a Journey, Not a Destination: The Development of Virginia's Postsecondary Education Reports

(1.79 MB)

Frequently Asked Questions: Postsecondary Achievement Reports - State Fiscal Stabilization Fund Indicator (c)(12)

(47 KB)

Frequently Asked Questions: Postsecondary Enrollment Reports - State Fiscal Stabilization Fund Indicator (c)(11)

(47 KB)

V–B: The Navajo Nation Adequate Yearly Progress (AYP) Formula Development

Kalvin White, Navajo Nation Office of Dinè Science, Math, and Technology

The Navajo Nation is introducing an alternative Adequate Yearly Progress (AYP) formula as an amendment to the Elementary and Secondary Education Act. This presentation addresses the phases and research behind the alternative AYP formula development. A holistic approach to addressing academic achievement issues of Navajo students will be shared.

V–C: College Enrollment and Degree Completion: Challenges and Further Conversations.

Taylor Krieger, Baltimore City Public Schools (Maryland)
Faith Connolly, Baltimore Education Research Consortium (BERC)

As policymakers and advocates encourage states and districts to determine the "college-ready" of their graduates, numerous hurdles to the process have been identified and not yet resolved. From using the de facto college-ready definition of "not needing remediation" to determining high school graduates' success in postsecondary institutions, there are discrepancies in data definitions, data sources, and interpretability of reports that need to be clarified for the national conversation to continue.

V–D: Innovative Relevant Longitudinal Data Warehousing/Reporting

Alan Moore, Kyle McKinney, and Trevor Swarm, Laramie County School District #1 (Wyoming)

Learn about a district that is building a district-wide data system to integrate data and the operations for collecting, reporting, and analyzing data. After investigating "off-the-shelf" data warehouse/ reporting/analyzing tools, we determined none would meet our needs. We decided to build our own longitudinal data warehouse and leverage a popular emerging technology to combine data access with Web 2.0 collaboration and communication tools. We are integrating many district-level data silos and even more school/program-based silos and making the data available through a SharePoint 2010 user interface. The system is designed to accommodate 50,000 users.

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Innovative Relevant Longitudinal Data Warehousing/Reporting

(2.36 MB)

V–E: Common Education Data Standards (CEDS) Version 2.0—Translating Data Standard Policy Into Practice

Ross Santy, U.S. Department of Education
Brandt Redd, Bill & Melinda Gates Foundation
Lori Fey, Michael & Susan Dell Foundation
Gary West, Council of Chief State School Officers

Common Education Data Standards (CEDS) Version 2.0 represents an important step toward the vision of consistent, comparable, efficient data collection across the education sector. This panel will discuss the way CEDS policy decisions are translated into practice through three specific initiatives: Ed-Fi, as developed by the Michael & Susan Dell Foundation; the Gates Foundation sponsored Shared Learning Collaborative initiative; and the "Blue Box Design," as developed through the Council of Chief State School Officers. This panel highlights the critical importance of stakeholder engagement in the ongoing CEDS development life cycle.

V–F: Illinois Interactive Report Card (IIRC) and Bloomington District 87: Vision of Real Time Data Collection and Validation

Jim Peterson and Jason Radford, Bloomington Public Schools, District 87 (Illinois)
Brandon Williams, Illinois State Board of Education
Aziz Elia, CPSI, Ltd.

The Illinois State Board of Education (ISBE) and Illinois Interactive Report Card (IIRC) are investigating the use of real-time data collection and validation toolsets as a way to gather data from school districts in Illinois. The ultimate objective is to allow educators access to data, resources, and tools that will enhance student performance. The new pilot project being implemented incorporates real-time extract, transform, load (ETL) and validation options to provide data to a central, cloud-based data store available for Illinois school districts, including a data store, data validation and correction, error reporting services, and a set of analytical tools to allow interoperability between student data, assessments, and other data related to student achievement and learning. Bloomington District 87 presents its vision of the real-time architecture, how it fits in with their current SIF deployment, and the potential impact this project has on its students and educators. In addition, they will discuss how they plan to ultimately link to the new proposed Shared Learning Infrastructure (SLI) initiative through their underlying data center infrastructure IaaS/SaaS pilot, called IlliniCloud.

V–G: Building and Managing an Effective K–12 Data Analytics Team

Adam Warner, Texas Education Service Center Region 10 (Dallas)
Sharon Reddehase, Double Line Partners

Education data projects are typically complex, ill-defined, and expensive. How do you lessen the risk of being late, over budget, or even worse—not delivering a useful solution? Presenters share how they have applied Agile software development principles to successfully create K–12 data systems, including case studies on the Texas Student Data System and a SaaS automated dropout early warning system. The presenters will focus on what types of IT and educator talent to recruit, how to merge the specialties into a collaborative team, how to maintain customer involvement, and how to manage projects iteratively to account for evolving needs.

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Building and Managing an Effective K–12 Data Analytics Team

(5.94 MB)

V–H: Putting Postsecondary Data in Action at High Schools and Districts

Patrick Simon, Citrus County School District (Florida)
Leslie Hall, MPR Associates, Inc.
Heather Zavadsky, Texas High School Project
Theresa Urrabazo, San Antonio Independent School District (Texas)

Connecting high school and postsecondary data can inform decisions about curriculum, assessment, program design, staffing, staff development, interventions, and other efforts to improve college readiness and success at the local and state level. Through the Advance data-exploration tool, the National Student Clearinghouse 3 State Pilot has delivered information to educators at schools, districts, and states regarding their students' transition from high school to college and factors associated with student success. This session will describe how several districts used that information to inform decisionmaking in pilot schools and districts, including perspectives from district leaders in Texas and Florida.

V–I: Kansas's Efforts in Developing High School Feedback Reports—Delivering College and Career Readiness Metrics for Kansas Local Education Agencies

Kelly Holder and Kathy Gosa, Kansas State Department of Education

The Kansas State Department of Education (KSDE) and the Kansas Board of Regents (KBOR) have collaborated to create a longitudinal P–20 data store. The purpose of the data store is to integrate K–12 data with postsecondary enrollment and completion data, from both KBOR and the National Student Clearinghouse (NSC) for research, analysis, and reporting. This presentation examines and demonstrates how the information contained in the data store is being used to develop college readiness metrics and how this information will be disseminated to stakeholders via High School Feedback Reports delivered through the System for Education Enterprise in Kansas (SEEK). Kansas will also share information pertaining to its future plans to include Department of Labor data to develop and gauge career readiness metrics.