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Concurrent Session X Presentations

Friday, July 19, 2013
9:00 am – 10:00 am

X–A: W5: The Who, What, Where, When, and Why of SCED Codes (School Codes for the Exchange of Data)

Carla Schimelfenig and Rachel Kruse, Iowa Department of Education

    Iowa has required course codes on all high school courses since the NCES course code days of the 1990s. The move to School Codes for the Exchange of Data (SCED) in 2008 was not only needed but also embraced by the local education agencies (LEAs) and state education agencies (SEAs). Learn how Iowa uses SCED codes for such purposes as school accreditation, funding, transcripts to Iowa’s state universities, Career and Technology (CTE) reporting, equity, and civil rights reporting. State reporting begins with SCED codes and expands beyond the 12-digit code. This presentation will describe the additional course information collected through student reporting that allows for the expanded data use to many audiences.

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X–B: Challenges in Early Childhood Data Integration

Hannah Page and Jeffrey Noel, District of Columbia Office of the State Superintendent of Education

    The District of Columbia Office of the State Superintendent of Education (OSSE) will discuss the challenges faced and approaches used as it began to integrate data from the various sectors of early childhood programs in an effort to develop a comprehensive picture of the coverage and quality of services in the District of Columbia. Challenges include collecting and validating childlevel data from early childhood sectors, integrating and updating historical databases, improving data-sharing strategies with early childhood programs, and linking systems to both the existing K–12 systems and the development of the Statewide Longitudinal Educational Data System.

X–C: Student eDentity and Beyond!

Michael Sessa, Virginia Department of Education
John Ittelson, Center for Innovative Technology
Don Phillips, XAP Corporation

    With a robust development period, P20W Education Standards Council’s (PESC) Academic ePortfolio Workgroup has approached the finish line! While ePortfolios are used in a variety of ways for a variety of purposes, no single data standard has emerged. With significant outreach and participation, the development leaders are ready to release this new data standard to the community. Come hear about this brand new standard and how it relates to PESC, Common Education Data Standards (CEDS), and other industry initiatives.

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X–D: Forming a Research Alliance to Facilitate District Data Use

Julie Kochanek and Andrew Seager, Regional Educational Laboratory – Northeast and Islands
David Weinberger, Yonkers Public Schools (New York)

    The Urban School Improvement Alliance (USIA) is composed of directors of research for midsized urban districts in the Northeast. Over the past year, the new alliance has worked to create a mission statement, develop a three- to four-year research agenda, and agree on research projects for the 2013 calendar year. USIA has identified a goal of helping build the capacity of its district members to use and access data to address questions around how to improve low-performing schools. Members intend to examine school performance in conjunction with larger social, organizational, and instructional contexts. Beyond its research agenda, being a part of USIA has provided members with an opportunity to interact with and learn from one another. Among the projects launched the first year was a suite of materials to help mid-sized urban school districts work better with external researchers to achieve district and state research goals. This session is one of four sessions on Organizing for Data Use submitted by USIA members Susan Yom, Brandan Keaveny, and David Weinberger.

    The Syracuse City School District’s (SCSD) strategic plan, Great Expectations, paved the way to the inception of the District’s Office of Shared Accountability (OSA). The forming of the OSA is a multistep process transforming what was once called the Information Technology Division. The OSA will serve as the district’s analytic and informational hub, providing actionable analysis about key performance as well as equipping schools with best-in-class technological tools. Efforts to improve data quality, implement the best data decision tools, and lesson learned during transition will be discussed.

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X–E: Hands-On "CONNECT-a-thon"—Help Create Useful Data Metrics for Publication Via Common Education Data Standards (CEDS) CONNECT

Jim Goodell and Beth Young, Quality Information Partners, Inc.
Jim Campbell and Nancy Copa, AEM Corporation

    Bring your own digital device (laptop, smartphone, iPad, etc.) and join us in this important effort to publish education metrics using the Common Education Data Standards (CEDS) CONNECT tool. Participants will work in small groups using this tool. Groups will be provided with all the information needed and hands-on support to create CEDS CONNECTions. Your work will create immediate value for the education data community while gaining new insights on CEDS CONNECT through this “project-based learning” experience.

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X–F: Assigning Identifiers for Military Children in State Education Databases: The Hawaii Experience

Christina Tydeman and Cherise Imai, Hawaii State Department of Education
Kathleen Berg, University of Hawaii

    The Hawaii State Department of Education (HIDOE) has collected data on military-connected students as part of the U.S. Department of Education’s Impact Aid Program. When University of Hawaii researchers approached HIDOE for achievement test data on military children in state schools, HIDOE found a way to marry separate databases. Using that experience, Hawaii proposes to use the state database instead of a separate data collection process involving "federal survey cards"; the effort dovetails with the U.S. Department of Defense’s initiatives to get states to add identifiers for military children to their education databases. This presentation will share Hawaii’s ongoing developments and lessons learned.

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X–G: Clearing the Murky Water: Making Better Use of Education Finance Data

Brennan McMahon, Data Quality Campaign
William Hurwitch, Maine Department of Education
Laura Hansen, Metropolitan Nashville Public Schools (Tennessee)
Bob Swiggum, Georgia Department of Education

    Currently, the landscape of financial data is such that information is siloed, data quality is varied, the capacity for analysis is limited, the data are not tailored to desired uses, and stakeholders’ capacity to access and use those data is limited. Data Quality Campaign will present with leaders from Maine, Georgia, and Nashville, Tennessee about the state of the field in financial data use, emerging good practices from the states and districts, and draft recommendations on how to improve access to and use of education financial data.

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X–H: Playing Well With Others: A Data Management Success Story in North Carolina

Diane Dulaney and K.C. Elander; North Carolina Department of Public Instruction

    In 2008, North Carolina recognized that disparate data sources within the Department of Public Instruction needed a forum for communication about individual and joint data issues. Out of that recognition, the Data Management Group (DMG) was born. This session will provide information on how a diverse group of business and technical leaders came together to make decisions regarding data quality, authoritative sources, and data collection timing to best meet agency needs. Topics will also include leadership support, DMG membership, policy creation, and SEA-wide outcomes.

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X–I: Using ELSi to Access Common Core of Data (CCD) Data

Patrick Keaton, National Center for Education Statistics

    This session will demonstrate the use of the Elementary and Secondary Information System (ELSi) and other NCES tools to access Common Core of Data (CCD) data. There will also be a discussion on the various ways CCD data is used and the future plans of ELSI.

X–J: Indirect Cost Rates—Preparations From the State Education Agency (SEA) Perspective

Paul Taylor, Montana Office of Public Instruction
Von Hortin, Utah State Office of Education

    Negotiating a new agreement for indirect costs rates can be frustrating. There are a lot of materials and considerations when preparing. If you’re approaching that time in the cycle for renewing your indirect cost delegation agreement, visit with us as we compare and contrast the processes used in Utah and Montana for the calculation of indirect cost rates as well as the steps we took to negotiate a new agreement. We will present our recent experiences and welcome a discussion with other states about their experiences.

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