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Concurrent Session VII Presentations

Thursday, February 16, 2012
11:15 - 12:15

VII–A: The Butterfly Effect and the Iowa Transcript Center (ITC)

Carla Schimelfenig and Jay Pennington, Iowa Department of Education

    Starting with a few basic assumptions, the Iowa Transcript Center (ITC) is growing in importance and applicability across educational entities in Iowa. Hear how Iowa is being proactive with its student record and transcript project: mitigating the impact of disasters with the data repository, moving student records from schools to residential facilities, and fulfilling American Recovery and Reinvestment Act reporting requirements through mandated use of ITC. By involving community colleges and state universities during the planning phase, looping the project into Iowa's SIF project, and opening the transcript center to Iowa's nonpublic schools, Iowa is poised to connect student data across the entire state.

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VII–B: One Year in the Life of a Data Steward

Jennifer Schmidt and Lisa Ekleberry, Tri-Rivers Educational Computer Association (TRECA)

    One of the challenges for new data stewards is knowing what comes next. To help with planning and preparation, Tri-Rivers Educational Computer Association (TRECA) has created an instructional website and workshop that provides new Ohio Education Management Information System (EMIS) Coordinators (District Data Stewards) a road map for the year. This presentation provides a synopsis of the workshop and explores the tools used for the website's instructional components.

VII–C: Creating a Shared Data System at the Local Level to Enhance Teaching and Learning

Rick Miller, California Office to Reform Education (CORE)

    Rick Miller, Executive Director of the California Office to Reform Education (CORE), describes how the seven CORE districts are working together to develop a system that will coordinate their individual data systems, which each district can use to enhance teaching and learning in every classroom and help close the achievement gap. The CORE districts are Clovis Unified School District, Fresno Unified School District, Long Beach Unified School District, Los Angeles Unified School District, Sacramento Unified School District, San Francisco Unified School District, and Sanger Unified School District. (Cancelled)

VII–D: Aggregate Reporting and Cell Suppression

Robin Taylor, State Support Team
Adrian Peoples, Delaware Department of Education
Sue Mohr, Montana Office of Public Instruction

    As states prepare to use their longitudinal data systems to provide reports to stakeholders and the general public, maintaining privacy and ensuring the confidentiality of individual student data ranks highest on the "make sure to do" list for states. This session focuses on the policies, procedures, and/or processes that several states use for aggregate reporting and cell suppression.

VII–E: Common Education Data Standards (CEDS) and EDFacts…What's Next

Jack Buckley, Commissioner, National Center for Education Statistics
Ross Santy, U.S. Department of Education

    Version 2.0 of the Common Education Data Standards (CEDS) includes a complete listing of data elements to generate the aggregate statistics needed for complete EDFacts reporting. So what's next? How could states use CEDS to bring efficiency to their reporting processes? What about local education agencies? How should they be informed by the definitions and structures of CEDS? This session reviews the elements that have been added to Version 2.0 to ensure complete coverage of EDFacts, presents information on CEDS and EDFacts steps under consideration to leverage what's been created with Version 2.0, and provides audience members time to discuss what resources or services they would like to see from the U.S. Department of Education moving forward.

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VII–F: Fair and Useful Accountability Data at the High School Level

Dennis Hocevar, University of Southern California
Kamella Tate, Performing Arts Center of Los Angeles County (California)
Nancy Goldschmidt, Oregon Health & Science University

    The cornerstone of an effective and equitable accountability system is access to information that is both fair and useful. Both California's Academic Performance Index (API) and NCLB's Yearly Progress (AYP) are blunt instruments when applied at the high school level, lacking the capacity to generate credible descriptions of progress that educators can use to improve practice. A fairer and more useful system is proposed and illustrated using data for all California high schools downloaded from The system has four components: English Language Arts, History, Mathematics and Science, and uses ordinary least squared (OLS) regression to control for the confounding effects of Supplemental Educational Services (SES).

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VII–G: Rolling Out Success: Educators' Use Is Informing the Texas Student Data System

Jami O'Toole, Michael & Susan Dell Foundation
Melody Parrish, Texas Education Agency
Adam Warner, Texas Education Service Center Region 10
Zeynep Young, Double Line Partners

    Texas's limited production release approach involves six districts of varying sizes, capabilities, demographics, and locations. In this session, hear how real-time educator use, reactions, and input are informing final requirements for the innovative statewide performance management platform and performance dashboards. Lessons learned on the introduction, roll out, training, and support of educator-facing tools are shared by project leadership and participating educators.

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VII–H: P–20 in Action—Michigan's Focus on Career and College Ready Students

Thomas Howell and Venessa Keesler, Michigan Center for Educational Performance and Information

    Representatives from the State of Michigan share their efforts to change the P–20 conversation in the state from compliance to actionable information exchange to inform policymakers, education leaders, parents, students, and the public about a renewed focus on higher standards and statewide efforts to better prepare students for career and college aspirations after high school. The discussion includes views of current reports, metrics, and Michigan's bold new career and college-ready cut scores for the statewide assessments in grades 3–8 and 11.

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VII–I: Data Use in New York City Schools: A Study of the Achievement, Reporting, and Innovation System (ARIS)

Thomas Gold and Lori Nathanson, Research Alliance for New York City Schools, New York University
Laura Saegert-Winkel, The New York City Department of Education

    This presentation discusses findings from an on-going study of how much and in what ways teachers and administrators use the Achievement, Reporting, and Innovation System (ARIS), New York City's district-wide data system for schools. The presentation includes results from an analysis of a survey of users and fieldwork in a random sample of schools across the city. It also presents an analysis of actual usage information culled from clickstream or weblog data. Joining the panel is one of the key managers in the Division of Academics, Performance, and Support at the New York City Department of Education, who provides an overview of ARIS, thoughts on the study's results, and how this research can be useful in efforts to make instruction in the schools more data-driven.