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STATS-DC 2010 NCES Data Conference
 

Concurrent Session III Presentations


Wednesday, July 28, 2010
4:30pm–5:20pm


 
III–A

Defining the Future:  The Importance of Capturing Stakeholder Needs
Brian Rawson, Texas Education Agency
Buddy Echols, Region 10 Education Service Center (Texas)
Terry Driscoll, Lubbock Independent School District (Texas)
Lori Fey, Michael and Susan Dell Foundation

    State education data systems serve the needs of a wide range of stakeholders. In this session, participants will learn about the powerful insights of more than 2,000 Texas educators into their local information needs. Hear how the efforts of the state education agency, regional education service centers, and private philanthropy combined to gather user input and establish a robust, comprehensive process for informing the state’s next generation data system.

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III–B National Education Data Model (NEDM):  What Is New?
Hugh Walkup, U.S. Department of Education
Shadd Schutte, Choice Solutions, Inc.
Beth Young, Quality Information Partners, Inc.
Alex Jackl, Council of Chief State School Officers
    The National Education Data Model (NEDM) is a conceptual representation of the education information domain. NEDM can be used by educators, vendors, and researchers to understand the information required for teaching, learning, and administrative systems. Version 2 of NEDM was released during the 2010 MIS Conference. This session will give an overview of NEDM, describe some of the upcoming changes for Version 3, and provide an opportunity for feedback on what you need from NEDM. Discussion topics will include the use of NEDM in answering policy questions, the use of NEDM’s common attributes, and the expansion of NEDM views.

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III–F Data Quality Assessments—Models
Barbara Timm, U.S. Department of Education
    We all know that data quality is important. But how do we determine if the data we are using is accurate and complete? How do we determine if our processes and systems ensure data quality? During this presentation, we will review models that can be used to assess data quality in information systems. We will also review best practices for data quality.

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III–G Chronic Absence:  Education’s Most Education Important KPI
Vince McKay, Somerville Public Schools (Massachusetts)
Stephanie Hirsch, City of Somerville (Massachusetts)
Greg Nadeau, Public Consulting Group
Sue Fothergill, educationRISING LLC
    Students who are absent more than 10 percent are chronically absent. No other education data is: (1) already collected daily; (2) correlates so strongly with outcomes that we care about such as dropout and assessment; and (3) can be immediately affected by positive, tiered interventions as chronic absence. Representatives from Somerville, Massachusetts and Baltimore, Maryland, will facilitate a conversation with session participants about using attendance data as a powerful lever to drive systemic school reform.

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III–H Workshop:  Identifying the Data We Need to Inform Instruction (Part II)
Heidi Glidden, American Federation of Teachers
    “Create a culture of data use.” “Use data to inform instruction.” These phrases are commonplace in education today. But how do we know if we are using the right data? Are state and district test results being used appropriately? And what role do teacher-developed assessments play in data-driven decision making? The American Federation of Teachers has developed a research-based training to help educators across the country answer these questions. Participants will leave this workshop with a variety of tips and strategies to take back to their states, districts, schools, and classrooms to ensure that they are using the best data for informing programmatic and instructional decisions.
 
III–I Promoting a Culture of Inquiry Using the Massachusetts District Data Team Toolkit
Andrea Condit, Massachusetts Department of Elementary and Secondary Education
Erin MacIntire, Public Consulting Group, Inc.
    Learn how the District Data Team Toolkit designed by the Massachusetts Department of Elementary and Secondary Education is used to help districts establish, grow, and maintain a culture of inquiry and data use to inform decisions that impact teaching and learning. The Toolkit is a practical resource for district data teams to use as they work with district staff and schools to craft questions about accountability, equity, and continuous improvement; coordinate the collection, analysis, and dissemination of the data displays necessary to address these essential questions; build action plans; and monitor the progress of improvement initiatives.

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