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Concurrent Session I Presentations

Tuesday, August 1, 2017
2:30 pm – 3:20 pm

I–A Automated EDFacts Reporting With the Center for the Integration of IDEA Data's (CIID's) Generate Tool: Founding, Present, and Future

Ross Santy, National Center for Education Statistics
Amanda Hoffman, Office of Special Education Programs, U.S. Department of Education
Bill Huennekens, Center for the Integration of IDEA Data, AEM Corporation

This session will outline the U.S. Department of Education’s Office of Special Education Programs' innovative vision for Individuals with Disabilities Education Act (IDEA) data integration and the automated EDFacts reporting solution, Generate. The current development status and progress with the pilot implementation of Generate in Nevada will be outlined. Further, the benefits and value of using the Common Education Data Standard (CEDS) logical data model as the foundation for Generate will be reviewed. Finally, the panel will explore using Generate as a potential model for modernizing the EDFacts collection processes and systems.

Complexity: Intermediate Level

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I–B Learning About, Accessing, and Exploring National Center for Education Statistics (NCES) Data Through Online Training Modules

Andrew White, National Center for Education Statistics

The Distance Learning Dataset Training (DLDT) System covers nearly all National Center for Education Statistics (NCES) datasets as well as web tools that users need to find published reports, create tables, explore and acquire data, and conduct limited analyses online. It also provides appropriate methods for analyzing complex survey data. The DLDT is a system of online computer-based training modules developed over the past 4 years. It provides general information (common modules) and dataset-specific modules for each of 30+ survey and administrative datasets. Access the DLDT at https://nces.ed.gov/training/datauser/. Attend this session to learn these things and more about the DLDT.

Complexity: Entry Level

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I–C Rhode Island’s Comprehensive Longitudinal Data System: Successes and Best Practices

Tim Harrigan, DataSpark at the University of Rhode Island

Rhode Island has succeeded in building one of the country’s most wide-ranging statewide longitudinal data system (SLDS) data warehouses, connecting data from educational, health, workforce, and other systems. We’ll share our experience in establishing partnerships and tackling technical challenges. We’ll introduce our interactive, online portal and a sample of our analytical products. The presentation will be useful to individuals who are new to the SLDS/Workforce Data Quality Initiative (WDQI) world, and to more experienced hands who wish to compare notes. The session will also include a discussion of participants’ particular areas of interest.

Complexity: Entry Level

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I–D Creating the School-to-Workforce Data Pipeline: A Data-Sharing (Success?) Story

Robert Curtin, Massachusetts Department of Elementary and Secondary Education

This session will focus on the process that Massachusetts has gone through to reach a data-sharing agreement and associated data linking between elementary/secondary education, higher education, and the workforce. Topics covered will include Memorandum of Understanding (MOU) development, legal challenges, technical framework, and lessons learned.

Complexity: Entry Level

I–E Kindergarten Entry Assessments and Statewide Longitudinal Data Systems (SLDSs): Implications for Policy and Practice

Caitlin Gleason, Delaware Department of Education
Amy Scrinzi, North Carolina Department of Public Instruction
Suzanne Raber and Megan Cox, SRI International

While many states are developing and adopting Kindergarten Entry Assessments (KEAs), implementing and including a KEA in a statewide longitudinal data system (SLDS) is a multifaceted, multiyear undertaking. This important data point provides a marker for when children enter the formal education system, and often states do not have any population assessment data until third grade. This panel will present reflections of two states on their journey from conceptualizing a KEA to considerations for including it in their SLDS. States will discuss the consequences of data reduction and the policy implications for data that are distilled from tools often designed for instructional purposes but that reflect only a handful of indicators.

Complexity: Entry Level

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I–F The Practice of Personalized Learning and Promoting a Strategic Assessment System

Lauren Zellmer, Wisconsin Department of Public Instruction
Richard Halverson, Julie Kallio, Sarah Hackett, and Tanushree Rawat, University of Wisconsin-Madison School of Education

The Wisconsin Department of Public Instruction supports cross-agency projects to create resources and professional development around assessment and data literacy. In its first study, the state considered formative assessment practices as an essential tool to collect timely and authentic student data used to plan instruction. The presenters will report on how educators utilized a variety of formative practices, including conferring to engage students in the learning process. Second, the Personalization in Practice Networked Improvement Community (PiPNIC) brought together five districts to explore key practices of personalized learning. PiPNIC will discuss how personalized learning practices and strategic assessment data are used to inform instruction and drive student learning.

Complexity: Intermediate Level

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I–G Current Efforts to Improve the Measurement of Socioeconomic Status (SES) for National Assessment of Educational Progress (NAEP) and Other Large-Scale Assessments

William Ward, National Center for Education Statistics
Markus Broer and Juliet Holmes, American Institutes for Research

This presentation will consist of three parts: (1) an introduction to current National Center for Education Statistics (NCES) efforts to improve the measurement of socioeconomic status (SES) for the National Assessment of Educational Progress (NAEP); (2) an example of a proxy SES index for NAEP; and (3) examples of SES indices for the U.S. samples of the Trends in International Mathematics and Science Study and the Program for the International Assessment of Adult Competencies. Information on how much variance of the outcome measure of interest these indices explain and how much of the achievement/skills gap they explain in comparison to established SES proxy measures will be presented.

Complexity: Intermediate Level

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I–H Reporting Civil Rights Data

Steve Smith, Cambridge Public School District (MA)

All local education agencies (LEAs) are required to participate in the biennial Civil Rights Data Collection (CRDC). Administered by the U.S. Department of Education’s Office for Civil Rights (OCR), this collection provides critical data needed to support OCR’s mission to ensure equal access to education and promote educational excellence. This session will provide an overview of the new Forum Guide to Reporting Civil Rights Data. The guide includes case studies illustrating how some LEAs report their data to OCR and offers examples of how several state education agencies have voluntarily begun to assist their LEAs with CRDC reporting.

Complexity: Entry Level

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I–I Direct Admissions—Getting K–12 Students Into Postsecondary

Andy Mehl, Idaho Office of the State Board of Education

Direct Admissions—Common Application: In the fall of 2015, the Idaho Office of the State Board of Education sent letters to all high school seniors in the state preapproving, based on their GPA or SAT scores, their admission to some or all of the public postsecondary institutions. This year, the state is enhancing the system with an online application portal with a short list of questions. It will pull all students’ K–12, dual credit, and test data and provide it to each institution they apply to electronically. This session will describe how the state is implementing its direct admissions and common application approach, ensuring that qualified high school graduates in the state can readily access postsecondary education options.

Complexity: Entry Level

I–J Federal Data to Measure College Access and Student Success: Uses for Research and Practice

Oliver Schak and Brian Fu, U.S. Department of Education

This presentation will provide an overview of the College Scorecard and highlight example analytical uses of the data. The panelists will summarize the data and resources provided by the Scorecard consumer and technical websites and also discuss key uses of Scorecard data, including data products produced by the U.S. Department of Education as well as researchers and practitioners in the field. The discussion will focus on how data were used to examine trends in college access, affordability, and outcomes.

Complexity: Intermediate 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 Virginia Second Level
F South Carolina Second Level
G Rhode Island Second Level
H Pennsylvania Second Level
I Massachusetts Second Level
J New York Second Level