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Concurrent Session VIII Presentations

Thursday, February 16, 2012
1:30 - 2:30

VIII–A: Ad Hoc Reports on the Fly...Dare to Dream It!

Susan Williams and Scott Walden, Virginia Department of Education

    As part of their Statewide Longitudinal Data System grant, Virginia created a business intelligence tool that transformed once-static public reports into an interactive report repository. Customized tables, graphs, and maps as well as the build-a-table feature which links disparate data sets will be demonstrated.

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VIII–B: Making a Difference: How California Educators Are Using a Voluntary State Longitudinal Cal-PASS Data System

Brad C. Phillips, California Partnership for Achieving Student Success (Cal-PASS)
John B. Watson, Institute for Evidence-Based Change (IEBC)

    State Longitudinal Data Systems (SLDS) are coming to fruition. Yet there is little widespread use of these systems by educators in all but a few states. Presenters describe a voluntary system in place for over ten years that houses unitary data spanning for the majority of K–12 institutions, all community colleges, and most of the universities in the state. They also demonstrate a business intelligence tool used by educators to access their data and describe efforts to track student transitions across the various educational segments and link the data to child welfare and workforce data systems.

VIII–C: P–20 Statewide Longitudinal Data Systems (SLDS)—How to Get Started

Jeff Sellers, SLDS State Support Team
Carol Jenner, Washington State Education Research & Data Center
Charles McGrew, Kentucky P20 Data Collaborative

    For years states have developed K–12 statewide longitudinal data systems (SLDS) enabling them to follow student progression up the K–12 pipeline. Now states are developing linkages between their K–12 SLDS to other supporting data to add depth and context to the state's education programs. This includes data from postsecondary education and employment along with data describing a child's development in early childhood. This session presents aspects of a P–20+ system, including areas of governance, leadership, and buy-in along with defining vision and focus for such a system. Examples are presented from Washington and Kentucky describing the process they followed in implementing their P–20 system.

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VIII–D: District of Columbia Office of the State Superintendent of Education's Unique Student ID Project Enables Integration of Multiple Data Sources

Thomas Fontenot and Matthew Brownlee, District of Columbia Office of the State Superintendent of Education

    In 2011, the District of Columbia Office of the State Superintendent of Education (DC OSSE) implemented an automated, commercial off-the-shelf (COTS) unique student identification management system developed by eScholar. As a result of this implementation, DC OSSE integrated 40+ datasets via a single unique student identifier and subsequently increased data reliability and quality. Join in on the discussion and learn how, for the first time in its history, the DC OSSE is able to link cross-relational data across school years. (Cancelled)

VIII–E: Don't Waste My Time: Here's Why Our Data Look Bad and What We Really Need to Improve the Quality of the Data

Kelly Worthington, Meredith Miceli, and Bobbi Stettner-Eaton, U.S. Department of Education

    Federal, state, and local funds are invested each year to "ensure" high-quality data, yet data are submitted to the U.S. Department of Education (ED) with whole districts missing, unexplained differences between district and state counts, business rule violations, implausible data, subgroups inaccurately reported, etc. Come to this session with ideas about what it would take to REALLY improve data in your school, district, and state. Federal and state staff provide an overview of tools, resources, and professional development opportunities to improve the quality of data submitted to ED.

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VIII–F: Examples and Opportunities for Using Statewide Longitudinal Data Systems (SLDS) in Research

Ross Santy, U.S. Department of Education
Edith Gummer, National Science Foundation
Ellen Mandinach, WestEd

    Multiple contexts are developing in the use of state longitudinal data systems to answer research questions or for use in evaluations of projects and programs in federal agencies. This panel discussion presents some examples of how SLDS are being used in collaborative settings. An example is presented of a data partnership between a Regional Educational Laboratory and multiple school districts. Examples of NSF-funded projects that have examined state data systems in research and evaluation is also presented. The implications of changes in federal data systems on research collaborations are discussed.

VIII–G: How California Educators Connect and Collaborate—Brokers of Expertise

Jose Ortega, California Department of Education
Jon Knolle, Butte County Office of Education (California)

    How does the nation's most culturally and geographically diverse state support collaboration among its 300,000+ educators? Join us to learn how the California Department of Education's web portal, Brokers of Expertise (, allows administrators and educators throughout the state to share best practices and access instructionally rich resources. In this presentation, you follow the evolution of the BOE community, share in new-found knowledge about encouraging participation with online communities, and get a sneak peak at work done with the national Learning Registry project in its quest to collect and manage data on the use of digital resources in education.

VIII–H: Assessment Resource Tool (ART)—Impacting Wyoming Education

Cassie Lallak, Wyoming Department of Education
Sheila Coe, Alex Jackl, and Manos Stefanakos, Choice Solutions, Inc.

    Data visualization has gone from paper-based form to ART (Assessment Resource Tool), which provides an interactive and visually progressive tool to display data in ways only imagined! ART provides Wyoming's education community with a single solution for its assessment reporting needs. ART is a tool educators and leaders can rely on to provide applicable information based on student assessment performance in an easy-to-access, easy-to-use, and understandable manner. ART provides (1) advanced analysis and visualization tools for educational data; (2) district, school, and class-specific comparisons; (3) year-over-year comparisons; and (4) ability to view student data at a classroom level.

VIII–I: Virginia—Developing a Data Governance Program in a Multi-Agency, Multi-Stakeholder Environment

Deborah Jonas, Virginia Department of Education
Paul McGowan, Center for Innovative Technology

    The Virginia Department of Education (VDOE) is working with a number of other agencies—State Council of Higher Education for Virginia (SCHEV), Virginia Community College System (VCCS), and Virginia Employment Commission (VEC)—to develop a multi-agency, multi-stakeholder longitudinal data system (LDS). One of the program's key challenges has been the development of a cross-agency Data Governance Program. Each agency has well-established independent Data Governance processes and standards, and this presentation will describe the three-phase project where the stakeholders came together to agree on, and develop, a common framework and processes for cross-agency Data Governance.

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