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Concurrent Session XI Presentations


Thursday, July 14, 2016
10:15 am – 11:15 am


XI–A: Leveraging Research Agendas to Guide Informed Decisionmaking

Zenaida Natividad, Guam Department of Education
Sam Rauschenberg, Georgia Governor’s Office of Student Achievement
Carla Howe, Statewide Longitudinal Data System (SLDS) State Support Team

    Join representatives from the Statewide Longitudinal Data System (SLDS) State Support Team, Guam, and Georgia as they discuss the importance of a research agenda to make informed decisions about critical policy and programmatic needs. A robust research agenda is dependent upon several factors, including the availability and accessibility of state education agency data, awareness of state-specific law and policy, and the capacity to partner with others. In this session, you will learn more about the rationale for the development of a research agenda, who was involved, why it matters, and what’s next! Presenters will share tips and considerations for the development and implementation of a research agenda in your state.

    Complexity: Entry Level


XI–B: Performance Reporting and Evaluation Requirements Under the Workforce Innovation and Opportunity Act (WIOA)

Dale King, U.S. Department of Education
Baron Rodriguez, Privacy Technical Assistance Center

    States are required to use education information and quarterly wage records to measure performance of the core programs and other programs authorized by the Workforce Innovation and Opportunity Act (WIOA). This session will provide information to assist Vocational Rehabilitation (VR) agencies, educational agencies and institutions, and service providers in performance reporting and evaluation requirements under WIOA. Several scenarios will be covered to assist agencies with their unique data-sharing methodologies.

    Complexity: Intermediate Level

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XI–C: Civil Rights Data Collection (CRDC)—Where Does the Data Go?

Janis Brown, U.S. Department of Education
Anthea Brady and Tiffany Boyd, AEM Corporation

    The Civil Rights Data Collection (CRDC) collects data from more than 17,000 educational institutions and agencies from across the nation. In this session, we will dive deeper into how the data are used—by the Office for Civil Rights, the National Center for Education Statistics, state education agencies (SEAs), local education agencies (LEAs), and researchers. For SEAs and LEAs exploring the use of CRDC data, we will look at what questions can be answered from the data collected. This session is appropriate for those collecting or reporting CRDC data and for those interested in how CRDC data can be used to tell a story.

    Complexity: Entry Level

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XI–D: Individualized Education Program (IEP) Standardization

Jennifer Schmidt, Meta Solutions
Larry Fruth, Access 4 Learning

    The individualized education program (IEP) is designed to help students succeed in school by describing the goals a large team (parents, teachers, administrators, special services, etc.) sets for a child during the school year, as well as any special support needed to help achieve them. This project focuses on the identification, management, and movement of the information as well as supporting information required to allow “between application” standardized transfer. This group is in the final stages of developing the data model for a “transfer IEP” that can move between districts. Come join us in addressing this critical component to ensure learning progression for all!

    Complexity: Entry Level


XI–E: University-Agency Statewide Longitudinal Data System (SLDS) Partnerships: Analysis of Student Mobility-Indicating Data in Virginia

Jennifer Piver-Renna, Virginia Department of Education
Isabel Bradburn, Virginia Tech

    Using data from the Virginia Longitudinal Data System, Virginia Tech collaborated with the Virginia Department of Education to characterize data pertaining to student movement between, into, and out of public schools and across cohorts and grades. This characterization of data is critical to understanding the degree and patterns of school transitioning that regularly occurs and that can have dramatic implications for student achievement. This session will explain the study, its implications for policy and research, and how it serves as an example of the value of a statewide longitudinal data system (SLDS) to define issues and identify potential interventions.

    Complexity: Intermediate Level


XI–F: Measuring New Indicators for Science, Technology, Engineering, and Mathematics (STEM) Education: State-Level Opportunities and Leading Examples

Jessica Mislevy, SRI International
Ellen Mandinach, WestEd
Doug Paulson, Minnesota Department of Education

    In Monitoring Progress Toward Successful K–12 STEM Education, the National Research Council argues for new and enhanced indicators in science, technology, engineering, and mathematics (STEM) that yield actionable data to guide improvements in STEM education. In this session, participants from the projects funded by the National Science Foundation to inform approaches for measuring the 14 indicators from the report will introduce the effort and share recommendations from a study investigating the feasibility of using the statewide longitudinal data systems (SLDS) infrastructure. To exemplify practical applications, a representative from the Minnesota Department of Education will showcase its Compass resource, which tracks key measures of STEM success from PreK to mid-career.

    Complexity: Entry Level


XI–G: Navigating Changing Statewide Longitudinal Data System (SLDS) Landscapes: State Perspectives and Partnering With the Regional Educational Laboratories (RELs)

Deborah Rodrigues, Pennsylvania Department of Education
Ross Goldstein, Maryland Longitudinal Data System (MLDS) Center
Jackie Lundberg, Georgia Governor’s Office of Student Achievement
Cynthia Hearn, South Carolina Department of Education
Zena Rudo, Regional Educational Laboratory Southeast at Florida State University
Kasia Razynska, Regional Educational Laboratory Mid-Atlantic at ICF International

    Changes to state policies, administration, and data needs play a large role in the evolution and adaptation of statewide longitudinal data system (SLDS) landscapes. Data leaders from Georgia, Maryland, Pennsylvania, and South Carolina will discuss lessons learned in navigating this landscape. This session will focus on the states’ SLDS successes, barriers, and sustainability as well as the support and resources provided by the Regional Educational Laboratories (RELs) through research and technical assistance projects. This panel will also discuss challenges to wider and more consistent SLDS use by both policymakers and researchers. The REL program is funded by the Institute of Education Sciences.

    Complexity: Entry Level


XI–H: A More Productive Partnership: A Discussion on Preparing More Accessible State and Local Education Data

Lauren Musu-Gillette, Joel McFarland, and Grace Kena, National Center for Education Statistics

    Many National Center for Education Statistics (NCES) annual reports, such as the Digest of Education Statistics, provide state- and local-level statistics drawn from such administrative data sources as EDFacts, Common Core of Data (CCD), Civil Rights Data Collection (CRDC), and Integrated Postsecondary Education Data System (IPEDS). However, these data can be difficult to find if you don’t know where to look. This session will review the range of state-level data that are available in our annual publications and on the NCES website. We will also engage the audience for ideas on how NCES can make subnational data more useful and accessible.

    Complexity: Entry Level

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  Room Location
A Palm Court Ballroom Lobby Level
B State Ballroom Lobby Level
C East Ballroom Lobby Level
D Chinese Ballroom Lobby Level
E Georgia Second Level
F Virginia Second Level
G Chinese Ballroom Second Level
H Pennsylvania Second Level