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Concurrent Session IV Presentations

Thursday, July 31, 2014
9:00 am – 10:00 am

IV–B: Early Childhood Integrated Data System Project (ECIDS) and the Center for IDEA Early Childhood Data Systems (DaSy Center): Toolkits for Building Better Data Systems

Jaci Holmes, Maine Department of Education
Missy Cochenour, SLDS State Support Team
Kathy Hebbeler, SRI International

    The Early Childhood Integrated Data System Project (ECIDS) and the Center for IDEA Early Childhood Data Systems (DaSy Center) will provide an overview of their two program-specific tools to improve data quality in early childhood education and discuss how these tools can help you use your data as well as the implications of integrating early childhood program data into P–20+ State Longitudinal Data Systems (SLDS).

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IV–C: Reporting Financial Data for Public Access

Glenda Rader, Michigan Department of Education
Susan Barkley, Kentucky Department of Education

    Learn how two states are responding to the demand for transparency and accountability of public education dollars with online financial data reporting. Michigan is partnering with a software company to transform datasets into user-friendly tables and graphs with comparative capabilities. Kentucky is adding a finance component to the School Report Card, highlighting key indicators of financial strengths and weaknesses.

Presentation MI School Data Link:

IV–D: Whose Data Is It Anyway? Determining the Authoritative Source Between General and Special Education Data

Lindsey Heitman, Jan Petro, June Rhodes Maginnis, and Kathy Baca, Colorado Department of Education

    Colorado has struggled historically with conflicting demographic data across general and special education collections when reporting for EDFacts. With the advent of our new Data Pipeline system, data governance was employed to determine the “one truth” for reporting student data. Listen as we explain our processes and share how you have addressed problems of inconsistent data within your agencies.

IV–E: Virginia’s Data Needs Assessment Project

Bethann Canada, Virginia Department of Education
Brooke Bell, Center for Innovative Technology

    The Virginia Department of Education (VDOE) and the Center for Innovative Technology (CIT) conducted a statewide needs assessment to determine the data practices, requirements, and needs of Virginia’s school divisions to develop an action plan for providing data and data services that will allow schools and school divisions to make data-driven decisions and to assist in targeted interventions that will ultimately improve student achievement. This session will describe the results of the assessment and how input from a wide variety of stakeholders is guiding a transition from traditional static one-way data interaction to a model that also includes tools, services, and support.

IV–F: Following High School Career and Technical Education (CTE) Completers Into College and the Workforce

Lolita Hall, Virginia Department of Education
Deborah Jonas, Research & Analytic Insights
Ryoko Yamaguchi, Plus Alpha Research and Consulting

    We used the Virginia Longitudinal Data System (VLDS) to describe the long-term postsecondary and employment outcomes of high school graduates who earned diplomas and completed a career and technical education (CTE) program of study. Postsecondary outcomes include enrollment, persistence, and diploma type. Employment outcomes include employment status and wages. Analyses are aimed to understand the high school factors associated with different college and workforce outcomes, with a particular focus on the influence of CTE program completion on these outcomes. We will share key study results and describe the data available for this study, including its strengths and limitations.

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IV–G: Maturing an Organization Through Governance and Stakeholder Engagement

Peter Tamayo and Tim Stensager, Washington State Office of Superintendent of Public Instruction

    As organizations move systems from project status into maintenance and operations, the transition can be difficult. System sustainability efforts, a governance framework, and stakeholder engagement are keys to maximizing the value of your system investments for your customers and stakeholders. This session will discuss how Washington is making the transition. Key topics are how the state addressed (1) ongoing funding for the maintenance and operations of the new systems; (2) a governance framework that is more than just data governance but includes governance around maintenance and operations, technical standards, and priorities on new and competing projects; (3) stakeholder engagement through supporting, collaborating, and communicating with our partner; and (4) change management processes that help systems evolve over time.

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IV–H: Empowering Users to Make Data-Informed Decisions

Margie Johnson, Metropolitan Nashville Public Schools (Tennessee)
Jenny Rankin, Northcentral University

    Having a data system is one component of data use. A critical piece to fostering data-informed decisionmaking throughout an organization is building the capacity of users. In this session, Metropolitan Nashville Public Schools (MNPS), which has empowered approximately 10,000 employees since 2010 to make informed decisions, will share the Data-Informed Decisionmaking Framework developed from their lessons learned. This session also will describe results from a quantitative study investigating the effects of data guides embedded in the district’s data warehouse designed to support data analysis efforts of MNPS Staff.

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IV–I: Lessons Learned From an IIS Implementation—“It’s Complicated”

Suzan Kinaci, Massachusetts Department of Elementary and Secondary Education

    The story of an Instructional Improvement System (IIS) implementation is a much more complicated one than it first appears. This presentation will take attendees on a journey from the requirements collection and procurement stages of the implementation through the numerous technology-integration and statewide roll out challenges encountered along the way. Lessons learned will be shared in the hope that this may benefit others on a similar path in their states.

IV–J: Privacy Technical Assistance Center (PTAC) Update on Recent Guidance

Michael Hawes, U.S. Department of Education
Ross Lemke, AEM Corporation
Baron Rodriguez, Privacy Technical Assistance Center (PTAC)

    In this session, the Privacy Technical Assistance Center (PTAC) and the U.S. Department of Education will give an update on recent guidance that has been released in the last year, such as preserving student privacy while using online educational services, as well as advice on how to destroy data when it is no longer needed.

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