Concurrent Session III Presentations


Wednesday, July 8, 2015
4:30 pm – 5:20 pm


III–A: Lessons Learned From State Education Agencies (SEAs) Engaged With the Civil Rights Data Collection (CRDC)

Melanie McCalmont, Wisconsin Department of Public Instruction
Irma Thomas, Virginia Department of Education
Jan Petro, Colorado Department of Education

    In 2015, state engagement with the Civil Rights Data Collection (CRDC) increased by 300 percent. This engagement involves a state education agency (SEA) providing data support, files, and communications to its member local education agencies (LEAs) as they complete the CRDC. Such assistance improves the data quality of this important national data collection, reduces LEA burden, and provides insight into many data analysis issues and opportunities. This presentation will be practical and present the lessons learned and best practices of states providing data support to their LEAs for the CRDC. Information on how your SEA can participate in 2016 will also be covered.

    Complexity: Intermediate Level

III–B: Quarterly High School Attendance Patterns and Academic Success

Thomas West, Baltimore City Public Schools (MD)

    This presentation will demonstrate how an early warning indicators reporting system based on quarterly report cards can be used to examine student attendance patterns and student academic outcomes. Using student data for grades 9–12 for two school years, this study specifically examines the relationship between changes in quarterly chronic absenteeism and students graduating and dropping out of high school, as well as changes in cumulative grade point averages (GPAs). Results and limitations will be discussed from the standpoint of a school district.

    Complexity: Intermediate Level

III–C: Practical Solutions for Leveraging English Language Proficiency (ELP) Assessment Data

Phil Olsen, Wisconsin Department of Public Instruction
Lynn Shafer Willner and Carsten Wilmes, World-Class Instructional Design and Assessment (WIDA) Consortium/University of Wisconsin

    Results from English Language Proficiency (ELP) assessments, such as the World-Class Instructional Design and Assessment (WIDA) ACCESS for English Language Learners (ELLs), can be powerful effectiveness indicators when integrated with other data reported in state longitudinal data systems. Panelists will highlight unique ELL population features impacting data quality, discuss recently gathered information on state needs around ELP data, and share solutions used to support state program staff. Learn about and discuss state education agency (SEA) strategies that have been used within the 36-member WIDA Consortium to leverage ELP assessment data for more nuanced and consistent accountability metrics, dropout early warning systems, growth metrics, and graduation rates.

    Complexity: Advanced Level

III–D: Public Transparency in Michigan

Thomas Howell and Rod Bernosky, Michigan Center for Educational Performance and Information

    Transparency is an important element of Michigan’s statewide longitudinal data system (SLDS) strategy. As the concern over one school district’s academic and financial situation has increased, there has been a growing demand to observe and identify districts that may be trending towards areas of distress. In this session, the state of Michigan demonstrates how it plans on using data stored in its SLDS to create academic and financial dashboards that deliver key performance indicators that may reveal areas of weakness. Through the Fiscal Health Dashboard and Our Schools—At-a-Glance, metrics are displayed over multiple years to create longitudinal views of a variety of different measures. In addition, Michigan will showcase other new data visuals around postsecondary student progress and student mobility across institutions in the state.

    Complexity: Intermediate Level

III–E: iTeachAZ: Supporting Preservice Teacher Development Through an Integrated Data Suite

Barnaby Wasson, Sarah Beal, Ann Nielsen, and Wendy Farr, Arizona State University

    Arizona State University (ASU) has incorporated its preservice teacher longitudinal data system into an interconnected suite of systems with secure levels of stakeholder access. Current and future efforts of the iTeachAZ Data Suite interweave preservice teacher performance, support and perceptive data, university program, course and instructor evaluations, integrated supervisory alerts, curated learning resources, and on-demand instructional and support modules. This presentation will review the latest advancements in ASU’s teacher preparation program through the use of this integrated longitudinal data system, as well as successes and refinements, analytics of end users, and next steps in relation to this effort.

    Complexity: Entry Level

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III–F: Successes and Challenges Around Building Early Childhood Integrated Data Systems: Listening Session With Federal Leadership

Linda Smith, Deputy Assistant Secretary and Inter-Departmental Liaison for Early Childhood Development, U.S. Department of Health and Human Services
Libby Doggett, Deputy Assistant Secretary for Policy and Early Learning, U.S. Department of Education

    This session will provide the opportunity for state representatives, researchers, and other users who work with early childhood integrated data systems (ECIDS) to share their thoughts with federal leadership and staff regarding successes and challenges in building and using their ECIDS. Federal staff will pose open-ended questions for discussion. Depending on audience size, attendees may break into small groups for discussion and report back at the end of the session. This session will allow federal staff to hear directly from state representatives, researchers, and other users about the most pressing issues states face around developing and using ECIDS.

    Complexity: Entry Level

III–G: Developing a Teacher Knowledge Assessment in Mississippi

Jessica Folsom, Regional Educational Laboratory Southeast

    The Regional Educational Laboratory Southeast (REL–SE) has partnered with the Mississippi Department of Education (MDE) to develop a teacher knowledge survey of early literacy skills. The MDE is administering the survey to all K–3 teachers and administrators four times over the course of two years as teachers and administrators receive professional development on teaching reading and spelling. Together with the MDE, REL–SE will use the data to measure changes in teacher knowledge and to examine factors associated with change. This session focuses on the development, pilot, and psychometric analysis of the measure and on how the state is using the data.

    Complexity: Advanced Level

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III–H: Demonstrating the Value of Cross-Sector Linkages Via an Examination of College Access Data

David Moyer, Hawaii State Department of Education
Anita Huang and Jean Osumi, University of Hawaii

    As Hawaii completes the infrastructure of its P20W statewide longitudinal data system (SLDS), the state is grappling with a key question: How can it use this linked, cross-sector data to create systemic change? An exploration of college access data linked to high school feedback report metrics and behavioral data is a first foray into using information to identify actionable drivers that resonate with educators and policymakers. Hawaii’s approach to engaging researchers, educators, and the workforce will also be discussed. Join us to exchange ideas about approaches to engaging stakeholders with cross-sector data and using data to create change.

    Complexity: Entry Level

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III–I: Two Sides of the Same Coin: State Staff and Researcher Perspectives on State Longitudinal Data

Jared Knowles, Wisconsin Department of Public Instruction
Karen Levesque, RTI International

    Statewide longitudinal data systems (SLDSs) are a rich source of data for education management, reporting, improvement, and research. However, state staff and researchers may have different priorities and concerns related to using SLDS data. To help communicate across these cultures, this presentation will contrast state staff and researcher perspectives on key aspects of using SLDS data for research and offer practical tips for developing mutually respectful and beneficial relationships. This session draws on the presenters’ own experiences and the forthcoming document, “A Guide to Using State Longitudinal Data for Applied Research.”

    Complexity: Entry Level

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III–J: Connecting Education and State Agencies’ Data for Positive Student Outcomes

Jamie Gerkin, Pennsylvania Department of Education
Sandra Gromball and Joe Flesch, Contemporary Software Concepts

    Pennsylvania is one of 12 states selected in Round 2 of the Workforce Data Quality Initiative (WDQI). The WDQI supports the development of or enhancements to longitudinal administrative databases integrating workforce data and public record education data. Learn how data profiling, matching, and data transformation tool sets uncovered data quality issues during Phase 1 of the Data Element Matching Project. See the results of matching workforce data with education data to ultimately create longitudinal data systems with individual-level information, from prekindergarten through postsecondary schooling all the way through entry and sustained participation in the workforce and employment services system.

    Complexity: Intermediate Level

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