Concurrent Session I Presentations


Wednesday, July 8, 2015
2:30 pm – 3:20 pm


I–E: Empowering Users to Make Data-Informed Decisions

Margie Johnson, Metropolitan Nashville Public Schools (TN)
Jenny Rankin, Illuminate Ed and Saddleback Valley Unified School District (CA)

    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, the Metropolitan Nashville Public Schools (MNPS), which has empowered approximately 10,000 employees since 2010 to make informed decisions, will share the Data-Informed Decisionmaking Ecosystem developed from their lessons learned. This session will also describe results from a quantitative study investigating the effects of data guides embedded within the district’s data warehouse designed to support data analysis efforts of MNPS Staff.

    Complexity: Intermediate Level

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I–F: Creating a Framework for External Data Requests

Mark Masterson and Rebecca Bolnick, Arizona Department of Education

    In order to supply researchers and other approved external stakeholders with educational data in a private and secure manner, the Arizona Department of Education (ADE) and other government agencies have developed methods to do so responsibly. ADE has organized a committee that has created a process and framework to field such requests. Learn what forms were created and lessons learned from their experience in this area.

    Complexity: Intermediate Level

I–G: Incentivizing Equity? An Early Impact Analysis of Delaware’s Talent Retention Incentive Program

Rebecca Marshall, Delaware Department of Education

    Secretary Duncan’s “Excellent Educators for All” initiative has brought the issue of equitable access to effective educators to the forefront in many states. Concurrently, the evidence of what policies, systems, and incentives work best to create this equitable access to highly effective educators remains underdeveloped. This discussion considers the impact of teacher retention incentives on the equitable distribution of highly effective educators in Delaware. Specifically, the study analyzes five years of teacher placement and retention data, identifies teacher equity gaps, and measures the effect of retention incentives in the state’s highest need schools.

    Complexity: Intermediate Level

I–H: Getting the Final Answer: An Unduplicated Count of Children

Colleen Murphy, Utah Department of Health
Sarah Sherman, District of Columbia Office of the State Superintendent of Education
Michelle Hill, Pennsylvania Office of Child Development and Early Learning
Missy Cochenour and Corey Chatis, Statewide Longitudinal Data System (SLDS) State Support Team

    Is your state working to have a “final” answer to how many children are served in early childhood programs across the state? Do you want to understand how an unduplicated count is calculated and used to answer key policy and programmatic questions? This session will address the key factors, data, and linkages necessary to generate this count. State panelists will highlight reports from their data systems that inform this work and offer key factors to consider and lessons learned to help benefit others pursuing an unduplicated count.

    Complexity: Intermediate Level

I–I: Using Common Education Data Standards (CEDS) to Keep Up With Changes in Education Data and Policies

Nathan Clinton, Washington State Office of Superintendent of Public Instruction
Jill Parkes and Jim Goodell, Quality Information Partners, Inc.

    How can Common Education Standards (CEDS) help you respond to changes in education data policy (such as Elementary and Secondary Education Act [ESEA] re-authorization), data standards, and requirements? This session will show how to manage alignment across versions of the standards and local data dictionaries. Hear from those who have used the Align tool to map data models to CEDS elements, learn about the methods they use to create new maps when data models change, and see examples of how Connect maps are used in day-to-day work.

    Complexity: Intermediate Level

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I–J: School Courses for the Exchange of Data (SCED) Classification System

Lee Rabbitt, Pawtucket School Department (RI)
Susan Williams, Virginia Department of Education

    School Courses for the Exchange of Data (SCED)—a voluntary, common classification system for prior-to-secondary and secondary school courses—can be used to compare course information, maintain longitudinal data about student coursework, and efficiently exchange coursetaking records. The National Forum on Education Statistics convened a working group to periodically review and update SCED with assistance from subject matter experts at local, state, and national levels. This session will provide an overview of the revision process, the most recent SCED version, and the upcoming comprehensive revision, which is expected for release in summer 2016.

    Complexity: Entry Level

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