Concurrent Session I Presentations
Wednesday, July 11, 2012
2:30 pm – 3:20 pm
I–A: Data Quality Showcase: The Many Angles of Data Quality in Kansas
Kateri Grillot, Kathy Gosa, and Kelly Holder;
Kansas State Department of Education
Achieving data quality is not as straightforward as it may appear on the surface—and to be effective,
efforts to achieve quality need to be approached from many angles. In Kansas, we have found that
data quality requires a systemic approach that addresses common quality issues on a variety of
fronts, both technical and nontechnical. In this session, you will hear how Kansas has approached
data quality systemically through data quality audits, training, dashboard development, master
data management practices, and software application edits and standards.
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I–B: Accessing and Exploring NCES K–12 Data: Common Core of Data (CCD),
National Household Education Surveys (NHES), Early Childhood Longitudinal
Study-Kindergarten Class of 1998–99 (ECLS-K), Education Longitudinal Study
of 2002 (ELS:2002), Schools and Staffing Survey (SASS), and the National
Assessment of Educational Progress (NAEP)
Stephen Cornman, Elise Christopher, Sarah Hastedt, and Emmanuel Sikali;
National Center for Education Statistics
The National Center for Education Statistics (NCES) has recently unveiled several state-of-the-art
data tools to easily access and use data. This session provides guidance and advice on using these
tools to navigate several NCES data sets. It discusses methods to access the Common Core of
Data (CCD) public use data files and utilize the Search for Public/Private Schools and Districts
tools, Fiscal Peer Search Tool, Build-a-Table (BAT), and the Elementary/Secondary Information
System (ELSI). The session covers navigation of the Educational Data Analysis Tool featuring data
sets from National Household Education Surveys (NHES), the Early Childhood Longitudinal Study-
Kindergarten Class of 1998–99 (ECLS-K), the Education Longitudinal Study of 2002 (ELS:2002), and
the Schools and Staffing Survey (SASS). It also provides an overview of the National Assessment
of Educational Progress Data Explorer (NDE). The data explorers are online tools that allow users
to create custom statistical tables and graphics. The NDE is a rich and dynamic database of all
National Assessment of Educational Progress (NAEP) data.
I–C: Using Common Education Data Standards (CEDS)
Bill Huennekens, Washington State Office of Superintendent of Public Instruction
Tom Ogle, Missouri Department of Elementary and Secondary Education
Tony Ruggiero, Delaware Department of Education
Jim Campbell, AEM Corporation
With the release of the Common Education Data Standards (CEDS) Version 2, many states are
looking at ways CEDS may impact their data initiatives. This session addresses how Delaware,
Missouri, and Washington have started using CEDS in their states.
I–D: School and District Accountability Data and Elementary and Secondary Education Act (ESEA) Flexibility
Ross Santy, U.S. Department of Education;
Metropolitan Nashville Public Schools (Tennessee)
Thirty-eight (38) states have applied for flexibility under the Elementary and Secondary Education
Act (ESEA) to implement state-specific models of school and district accountability. As of April
2012, 11 states have been approved and will begin implementing a revised accountability model
when making 2011-12 accountability determinations. This session covers the core areas of ESEA
Flexibility and its impact upon data reported publicly on report cards and to the federal government
through EDFacts, and two states currently approved for flexibility will discuss the changes in their
states and how released data are affected.
I–E: Enhancing Teacher Effectiveness Measures With Tripod Student Surveys
Rorie Harris and Tracey Wilson, Memphis City Schools (Tennessee)
Rob Ramsdell, Cambridge Education/Tripod Project
Jennifer Lally, Choice Solutions, Inc.
By incorporating districtwide administration of student surveys as a component of a coherent
system of multiple measures, Memphis has the ability to enhance the quality and reliability of its
teacher evaluation and feedback systems. Through the delivery of the Tripod survey assessment
program, educators can receive online access to carefully organized feedback about student
engagement, classroom learning conditions, and school climate. Results from student surveys
enable decisionmakers at every level to focus priorities, track improvement, and evaluate results.
Having these data enable us to truly differentiate learning so we can support every single teacher
along the effectiveness spectrum.
I–F: Making the Best Use of Your Data: Effective Strategies for Research Partnerships and In-House Analysis
Dorothyjean Cratty;
National Center for Education Statistics
Whether you are working with two great years of data or ten disheveled ones, there are a number
of effective strategies for turning administrative data files into research-ready data sets. This
session discusses techniques and resources that states and districts can use to leverage the power
of any data system. Examples of longitudinal analysis on dropouts, college readiness, course taking,
teacher assignment, etc. are demonstrated using an actual, imperfect statewide longitudinal data
system. These examples demonstrate a range of techniques for conducting rigorous analysis with
data systems that are still under construction. They can be helpful for in-house analysis as well as
for preparing and documenting data files to ensure their best use by research partners.
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I–G: Book of Data Governance—What It Means to be a Virginia Statewide Longitudinal Data System (SLDS) Member
Bethann Canada, Virginia Department of Education
Henry Paik, Center for Innovative Technology
Jeff Sellers, Statewide Longitudinal Data System (SLDS) State Support Team
This session provides details for stakeholder membership criteria for Virginia’s Statewide
Longitudinal Data System (SLDS), including data sharing and usage for K–12, postsecondary,
workforce, and other data providers and consumers. The Virginia Longitudinal Data System Book
of Data Governance is described in this practical session, covering topics such as the governance
framework, data quality standards, data sharing agreements, and system governance.
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I–H: Utilizing Software for Data-driven, Effective Student Interventions
Cathy Giles, Reading Public Schools (Massachusetts)
Chris Chesowsky, Longleaf Solutions
J.W. Killam Elementary School in Reading, Massachusetts, has recently transformed its student
intervention process. J.W. Killam began using new data-driven, interactive, guided methods by
implementing the PK–12 performance management software BaselineEdge. The school has
unified disparate district data into a single system that allows administrators to easily analyze
available facts and make informed decisions on student interventions. Cathy Giles, principal of
J.W. Killam, will walk through the current process of student intervention planning at J.W. Killam
and discuss the struggles this new technology resolved within her school. She will demonstrate
utilizing data to identify at-risk students, grouping these students into appropriate tiers, assigning
students to intervention plans, and determining the effectiveness of plans by measuring student
performance against goals.
I–I: Connecting Data to Improve Instructional Outcomes
DeDe Conner, Kentucky Department of Education
Amy Young, Schoolnet, Inc.
Kentucky’s Continuous Instructional Improvement Technology System (CIITS) connects standards,
electronically stored instructional resources, curriculum, formative assessments, instruction,
professional learning, and evaluation of teachers and principals in one place, thereby improving
instructional outcomes, teacher effectiveness, and leadership.
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