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Concurrent Session V Presentations

Wednesday, August 2, 2017
10:15 am – 11:15 am

VA Google Classroom: How It Works and What Data It Collects

Daniel Brungardt, Unified School District 204 (KS)

Google Classroom is an instructional platform for schools that simplifies, creates, distributes, and grades assignments. Google Classroom was released in August 2014 and is a resource that all public/nonprofit schools can use in their classrooms for free. Attend this session to learn how Google Classroom works and what student data it gathers in the process. The goal of this session is to educate individuals on the amount of data collected through Google Classroom and possible uses for instructional data collection.

Complexity: Entry Level

VB From the Eyes of a Teacher: Impact of Georgia's Statewide Longitudinal Data System (SLDS) in the Classroom

Brennan McMahon Parton, Data Quality Campaign
Bob Swiggum, Georgia Department of Education

Are states giving teachers the tools they need to effectively use data? The state of Georgia has made available to every one of its teachers the information in its statewide longitudinal data system (SLDS), along with resources to inform instruction. Georgia's effort has been lauded as a model, and now it asks teachers how they are using this information, what they like, and what they want to see improved. Join Brennan McMahon Parton of Data Quality Campaign and Bob Swiggum from Georgia for a discussion of where the rubber hits the road.

Complexity: Entry Level

VC Evaluating the Impact of Advanced Placement and Dual Credit on College Going in Nebraska

Justine Yeo and Kunal Dash, Nebraska Department of Education

This session will present the findings of a study that examined the impact of Nebraska high school students' participation in Advanced Placement (AP) and dual-credit courses on college going. Logistic regression modeling and propensity score matching are used to study the relationship between AP and college going, and between dual credit and college going. Results indicate that students who participate in AP courses and who enroll for and earn dual credit have significantly greater odds of going on to college. Other college-going predictors, such as gender, race/ethnicity, immigration status, and academic performance, are also discussed. Findings from this study may assist policymakers to better prepare students for postsecondary education.

Complexity: Intermediate Level

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VD Leveraging Partnerships to Support and Sustain the Statewide Longitudinal Data System (SLDS)

Brent Engelman, Illinois State Board of Education
Jason Pontius, Iowa Board of Regents
Robin Clausen, Montana Department of Education
Dean Folkers, Nebraska Department of Education
Kathy Gosa, AEM Corporation

As states complete grants, face budget challenges, and deal with leadership changes and priority shifts, they continuously face the need to sustain the stateside longitudinal data system (SLDS) in order to ensure it remains relevant and continues to support the needs of stakeholders. One powerful strategy for this is to engage with partners and leverage their support to ensure widespread use and deep stakeholder support of the SLDS. During this State Support Team (SST)- facilitated session, state panelists will share their experiences leveraging partnerships at various levels to gain widespread buy-in, generate interest and support, and promote use of the SLDS data.

Complexity: Entry Level

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VE Using National Data to Study Local Education Policies: The Case of Out-of-School Suspension

Richard DiSalvo, University of Rochester

Using several national data sources maintained by the U.S. Departments of Education and Justice, we construct a longitudinal dataset of schools and school districts recording suspension, arrest, and dropout rates, as well as test score performance. We identify apparent out-of-school suspension policy changes, and study the link between suspension policy and student performance. In this presentation, we will discuss the data sources used and the approach for linking them, with the aim of motivating future national longitudinal research in education policy.

Complexity: Intermediate Level

VF Data Literacy: How States Are Addressing Educator Capacity Building

Ellen Mandinach, WestEd
Beth Driscoll, Arizona Department of Education
Nathan Anderson, North Dakota Department of Education

This session will address why building educator capacity to use data is fundamental to the efforts of the Statewide Longitudinal Data System (SLDS) Grants Program and its outreach to districts. It will define what data literacy is and use the work of the Arizona Department of Education and the North Dakota Department of Education as examples to show how these states are working to build data literacy among educators in their states. This session will also discuss outreach to districts and educator preparation programs to include data literacy as an essential skill set.

Complexity: Entry Level

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VG Kind Words and Baked Goods: Inspiring Data Stakeholders to Care and Engage

Elizabeth Wisnia and Mariann Bjorkman, California Department of Education

During this session, the presenters will provide tips and tricks for inspiring even the most reluctant data stakeholders to engage, collaborate, and even become advocates for data privacy, data quality, and other aspects of data governance. Participants will be encouraged to consider their own organizational challenges and will be given opportunities to develop strategies for creating a culture where data are valued, protected, and used efficiently and effectively.

Complexity: Entry Level

VH From Vision to Reality: Moving Our Wisconsin Information System for Education (WISE) Forward Using Ed-Fi for Interoperability

Melissa Straw and John Raub, Wisconsin Department of Public Instruction
Sean Casey, Ed-Fi Alliance

Over the past few years, the Wisconsin Department of Public Instruction has made significant progress in building and expanding the Wisconsin Information System for Education (WISE). Since the 2012 release of WISEdash, the dashboard tool, the state has continued to enhance and add to the data, dashboards, and features available for districts to use for improvement planning. Starting with the 201617 school year, Wisconsin further increased the value of the system by replacing its 10-year-old data collection, which utilized flat files, with the WISEdata system powered by the Ed-Fi application programming interfaces (API). The new collection system provides more timely and higher-quality data to WISEdash. In this session, Wisconsin will discuss the components of WISEdata, the integration with WISEdash, how districts use WISEdash, as well as the journey taken to choose and implement Ed-Fi as the backbone of the system.

Complexity: Intermediate Level

VI Title I Allocations

William Sonnenberg, National Center for Education Statistics
Carolyn Gann and Sara Cassidy, U.S. Census Bureau

The Title I Allocations process involves numerous subject-matter specialists from various agencies. For more than 50 years, NCES has managed the complex processes of Title I. This presentation will describe the current allocation process, the model-based procedures used to create the school-district- level poverty estimates, and the biennial school district information update through the School District Review Program (SDRP), including an introduction to the new partnership software that will be used for updates for the upcoming SDRP cycle starting in August 2017.

Complexity: Entry Level

VJ Regional Educational Laboratory (REL) Northeast and Islands' Toolkits for Using Statewide Longitudinal Data System (SLDS) Data for Instructional or Analytic Purposes

Julie Riordan and Caroline Parker, Regional Educational Laboratory Northeast and Islands at Education Development Center, Inc.

This presentation will describe toolkits developed by Regional Educational Laboratory (REL) Northeast and Islands and tested by the REL's English Language Learner Alliance to address concerns about data use to inform instruction/program improvement. The first is a data use workshop tailored for teachers of English learner students to engage in a cycle of inquiry, analyze student data, and identify action plans regarding instructional decisions. The second is a logic model/evaluation toolkit designed to help educational agencies develop and use logic models for program articulation and evaluation. The third is a discussion tree developed to help states or districts learn from research in different contexts.

Complexity: Entry Level


  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