Concurrent Session IV Presentations


Thursday, July 9, 2015
9:00 am – 10:00 am


IV–A: Data Use Standards in Action: A State Collaborative to Improve Educator Data Use

Sara Kock, South Dakota Department of Education
Justin Katahira, University of Hawaii
Margie Johnson, Metropolitan Nashville Public Schools (TN)

    Last year, the 15-state Data Use Standards Workgroup created a resource detailing the foundational knowledge, skills, and professional behaviors that educators need in order to use data in support of student learning and success. In this session, workgroup members will debut a new set of resources: an enhanced set of standards, scenarios depicting the standards in action in educational settings, and three case studies from members’ organizations. Workgroup members will also describe how they are using the standards in their respective states to improve data literacy and how they are using training for educator candidates and educators in schools and districts.

    Complexity: Entry Level

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IV–B: “Master Person”—Linking and Matching Records Across Diverse Domains and Organizations

Kaliah Edwards and Randolph Thomas, U.S. Virgin Islands Department of Education
Kamal Kumar, Otis Educational Systems, Inc.

    The U.S. Virgin Islands (USVI) government is currently building an infrastructure to gather, match, and analyze data from the various agencies on the Islands. Each of the agencies has its own unique identifier and silo-education systems to manage its data. However, this new infrastructure is allowing for cross-agency and cross-domain analysis of data, which will provide information never before available within the USVI. The OtisEd Master Person Identification System (MPIS) allows for the processing of this data in a simple, quick, and efficient manner. The configurable matching algorithms allow for the linking of records and generate a unique master person index, which supports the creation of a digital footprint for each individual. The matching process is automated and runs nightly as new data are brought to the data warehouse for loading. Using this information will now enable the Government of the U.S. Virgin Islands (GVI) to identify successful programs across agencies, help project gaps in training and job opportunities, and provide intervention services early in the lives of its citizens. Data from the following agencies are currently being matched and linked: K–12 Education, Postsecondary Education, Labor/Wages, Health, and Finance, with plans of extending it to birth, early childhood, and Head Start records. This session will describe the MPIS and explain how the system is providing an unprecedented level of data access to improve education in the USVI.

    Complexity: Advanced Level

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IV–C: Local Educational Agency (LEA) Maintenance of Effort (MOE)—The Big Picture for State Education Agencies (SEAs) and LEAs

Rachel Zellmer, Wisconsin Department of Public Instruction
Danielle Crain, Center for IDEA Fiscal Reporting (CIFR)
Laura Snyder, University of Kentucky

    The Individuals with Disabilities Education Act (IDEA) requires local education agencies (LEAs) to annually maintain their local or state and local expenditures for the education of children with disabilities (CWDs). State education agencies (SEAs) are required to ensure that LEAs are in compliance with Maintenance of Effort (MOE). The Center for IDEA Fiscal Reporting (CIFR) and the IDEA Data Center (IDC) will present the basics of LEA MOE options to meet the MOE requirement, the allowed exceptions to reduce MOE, consequences of MOE noncompliance, and fiscal and program requirements necessary to determine the LEA MOE eligibility and compliance. Wisconsin will share its success story and processes.

    Complexity: Intermediate Level

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IV–D: Community Eligibility Provision: Eliminating Hunger in High-Poverty Schools

Eyang Garrison and Kevin Maskornick, Food and Nutrition Service, U.S. Department of Agriculture

    The Community Eligibility Provision (CEP) is an alternative to collecting household applications to determine students’ eligibility for free and reduced-price meals in the National School Lunch and Breakfast Programs. CEP allows schools in predominantly low-income communities to offer free, nutritious meals to all students using information from other assistance programs, including the Supplemental Nutrition Assistance Program (SNAP) and the Temporary Assistance Program for Needy Families (TANF). Without free and reduced-price applications, CEP schools must identify different ways to measure socioeconomic status. This session will provide an overview of CEP and describe opportunities for measuring socioeconomic status without school meal applications.

    Complexity: Intermediate Level

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IV–E: Montana Early Warning System

Eric Meredith, Montana Office of Public Instruction

    The Montana Early Warning System (EWS) uses live data to determine if a student is at-risk for dropping out of school. This system is unique in several ways, including its use of live data. The use of live data also allows for other data tracking abilities, such as analyzing and evaluating the effectiveness of any interventions applied to students. This presentation will include information on how the EWS was developed, how it is used, what the results look like, and how schools are effectively using it with their students.

    Complexity: Intermediate Level

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IV–F: Identifying Feasible Approaches for Measuring K–12 Science, Technology, Engineering, and Mathematics (STEM) Education Indicators at Multiple System Levels

Jessica Mislevy, SRI International
Ellen Mandinach, Regional Educational Laboratory — West
Rolf Blank, NORC at the University of Chicago
Ardice Hartry, University of California, Berkeley

    The National Research Council’s report “Monitoring Progress Toward Successful K–12 Education: A Nation Advancing?” calls for a national indicator system that could be used by policymakers, researchers, and practitioners to improve K–12 Science, Technology, Engineering, and Mathematics (STEM) education. After introducing the effort, a cadre of projects funded by the National Science Foundation to inform approaches for measuring the 14 indicators from the report will engage participants in an interactive discussion about the feasibility of leveraging data collections through states and districts and existing data elements managed by the National Center for Education Statistics to measure and report K–12 STEM indicators at multiple system levels.

    Complexity: Entry Level

IV–G: Response of the Illinois Early Childhood Asset Map (IECAM) to Early Childhood Stakeholders’ Data Needs

Andi Irawan, Dawn Thomas, and Bernard Cesarone, IECAM Project, University of Illinois at Urbana-Champaign

    This presentation will show how a state data project, Illinois Early Childhood Asset Map (IECAM), responds to different user groups’ needs for data on young children in Illinois. First, IECAM addresses a local organization’s question about data discrepancies that leads to testing the accuracy of ACS estimates on county and school district-level dropout rates against Illinois State Board of Education (ISBE) records. Second, IECAM serves the wide range of data needs of ISBE, committees of the state’s Early Learning Council, and the Governor’s Office. Third, IECAM’s Geographic Information Systems (GIS) services respond to various stakeholders’ mapping needs through assistance with local and statewide data issues and through data publications that address issues proactively.

    Complexity: Intermediate Level

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IV–H: Washington State Public Data for Reports: Challenges, Opportunities, and Results

George Hough, Washington State Education Research and Data Center

    The Washington State Education Research and Data Center has been working with postsecondary institutions to develop public reports and datasets for use in decisionmaking and planning by the institutions, as well as the governor’s and legislature’s staff. The presenter will share his experience in creating P–20 reports for Washington state and the process that has been used to create value not only for the public but also for postsecondary institutions and state agencies. Additionally, integrating data from other state and national sources (e.g., American Community Survey) will be discussed to offer guidance for policy applications.

    Complexity: Intermediate Level

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IV–I: School Health Data in the District of Columbia

Ifedolapo Bamikole, District of Columbia Office of the State Superintendent of Education

    The Office of the State Superintendent of Education (OSSE) in the District of Columbia is uniquely positioned to analyze education and health data together, given responsibility for data collection and analysis in both areas. This session will present how OSSE is connecting school-level health data from the Youth Risk Behavior Survey (YRBS) (specifically on bullying, suicide, violence, and safety) and the Centers for Disease and Control (CDC) school profile data with school-level educational data (attendance, discipline, and assessment) to support a more multifaceted analysis of how school climate may affect student success.

    Complexity: Entry Level

IV–J: Using Data to Support College and Career Readiness

Lee Rabbitt, Pawtucket School Department (RI)
Dean Folkers, Nebraska Department of Education

    High-quality data in integrated K–12, postsecondary, and workforce data systems are needed to ensure the success of state education agency (SEA) and local education agency (LEA) college and career readiness (CCR) initiatives. The National Forum on Education Statistics recently released a guide to using data in five specific ways to strengthen CCR efforts: fostering individualized learning for students, supporting educators in identifying and addressing student needs, guiding CCR programmatic decisions, measuring SEA and LEA progress in achieving CCR goals, and maximizing career opportunities for students. This session will provide an overview of the new publication and highlight the opportunities and challenges SEAs and LEAs are encountering.

    Complexity: Intermediate Level

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