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STATS-DC

Concurrent Session II Presentations

Wednesday, July 25, 2018
3:30 pm – 4:20 pm

II-A State and District Partnerships for the Civil Rights Data Collection

Janis Brown, U.S. Department of Education
Levette Williams, Georgia Department of Education
Susan Rose-Adametz, Wisconsin Department of Public Instruction
Kathy Gosa, AEM Corporation
Terra Dominguez, North Carolina Department of Public Instruction
Rosa Olmeda, U.S. Department of Education

The Civil Rights Data Collection, a biennial survey required from LEAs by USDE's Office for Civil Rights, collects data on leading civil rights indicators regarding access and barriers to educational opportunity for PK-12 students. Several SEAs have volunteered to assist LEAs with reporting data for the CRDC, and OCR has provided tools to support this collaboration. At this session, states will describe support they have provided, implementation of process changes, and the benefits and challenges of the partnership. In addition, OCR staff will describe plans for the 2017-18 CRDC, and available technical assistance and tools.

Complexity: Intermediate Level

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IIB "Courting" P-20W Partners

Jeff Sellers, AEM Corporation
Kate Akers, Kentucky Center for Education and Workforce Statistics (KCEWS)
Kara Arzamendia, Minnesota Department of Education
Melissa Beard, Washington Education Research and Data Center (ERDC)

As states are developing P-20W SLDS, they are also looking for ways to expand data and capabilities to ensure they are able to be responsive to state data needs. This session will explore strategies for "courting" potential P-20W partners, defining and justifying the purpose for expanding partnerships, and potential categories for partnerships. The role and process for establishing data sharing agreements for these partnerships will also be discussed, along with how to sustain them long-term. This session includes panelists from Kentucky, Minnesota, Washington, and Hawaii, each discussing how they address these issues, and describing lessons learned as they've navigated establishing these partnerships.

Complexity: Intermediate Level

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IIC Utah's Student Data Privacy Journey

Whitney Phillips, Utah State Board of Education
Aaron Brough, Utah State Board of Education

This session will review the journey that Utah has had concerning student data privacy over the last several years. Utah's Student Data Protection Act created criteria and funding to improve student data privacy initiatives across the state. The session will highlight excellent training resources, discuss the complexities of working with educational application vendors, and share the lessons they've learned along the way.

Complexity: Intermediate Level

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IID Show Me the Data: Making the Most of Your State's Report Card

Brennan Parto, Data Quality Campaign
JIll Zimmerman, Louisiana Department of Education

Every state is working to improve their report cards and comply with ESSA. Join DQC and one exemplar state to learn how you can use language, navigation, and visualization to make your report card quality, accessible, and useful.

Complexity: Entry Level

IIE Reporting the Preschool Count in State Report Cards: A Review of the Approaches and Lessons Learned Across States

Elizabeth Fening, U.S. Department of Education
Melissa Aro, Wisconsin Department of Public Instruction
DJ QuirinMai, Montana Office of Public Instruction
Missy Coffey, AEM Corporation

This session will interactively engage participants in a conversation about the collection, integration, and use of early learning program and service access data to report the preschool count in the state report card. A panel of states will share the challenges and solutions to reporting access of early learning at the state and federal policy levels to inform policy decisions and discuss how to develop capacity to use data to report on access to programs and services. Participants will come away with a better understanding of the various approaches states are using to report preschool count on the state report cards and CEDS tools to support their work.

Complexity: Entry Level

IIF Engaging in the Public Comment Process and Data Governance: A Federal, State, and Local Perspective

Beth Young, Quality Information Partners
Sonya Edwards, California Department of Education
Niki Vang, California Department of Education
Marilyn King, Bozeman Public Schools (MT)

All data collected by the U.S. Department of Education is approved by the Office of Management and Budget (OMB) and goes through two public review cycles where states and districts can provide their feedback on the proposed collection. This Fall, the next OMB Package for EDFacts will be released for public comment. Find out why you should care and how to participate in the process including how to monitor the Federal Register and use the Regulations.gov to review the package and submit comments. A state and district perspective will be provided and their best practices for participation shared.

Complexity: Intermediate Level

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IIG One State, Two Data Initiatives: Indiana's Embrace of e-Transcript & Credential Engine

Ken Sauer, Indiana Commission for Higher Education
Michael Sessa, PESC

The Indiana e-Transcript Initiative was developed in 2005 as a partnership between the Indiana Commission for Higher Education (ICHE) and the Indiana Department of Education (IDOE). Indiana was the first state in the Midwest to adopt e-Transcript and now at least six other states have followed their lead. HEA 1341, passed by the 2013 Indiana General Assembly, establishes the e-Transcript Initiative by statute and calls for a common high school transcript to be developed by the IDOE in collaboration with ICHE. The service is made possible by an appropriation from the General Assembly, ensuring 24/7 online service and benefits for students, colleges and universities, high schools, and the State of Indiana. Now with a state-wide collaboration, ICHE is looking to link to the benefits of Credential Engine. As one of the first states implementing a pilot, ICHE continues to lead the march toward a digital state.

Complexity: Entry Level

IIH The Generate Roadmap - Generate, G3 and You

Erik Friend, Oklahoma Department of Education
Anthea Brady, AEM Corporation
Dean Folkers, Nebraska Department of Education
Bobby Keener, Virginia Department of Education

Join the Generate Governance Group (G3) for a deep dive into the Generate tool. Attendees will experience a demo of Generate and hear what's on the roadmap for next data collections, reports and tools. G3 will provide a summary on how the group works and how Generate users and potential users can get involved. The SEA staff leading G3 and using Generate for EDFacts reporting will be available to answer questions.

Complexity: Entry Level

IIJ Using Early Childhood Data to Inform Evidence-Based Decision Making in Illinois

Xiaojin Wang, Illinois Early Childhood Asset Map

Developed in 2006, the Illinois Early Childhood Asset Map (IECAM) serves as a one-stop source of early care and education information and demographic data, and provides a tool for transparent resource allocation and planning, empowering data-driven decision-making. This presentation will address, how IECAM effectively assists Illinois State Board of Education (ISBE) with targeting its the Early Childhood Block Grant (ECBG) funding to areas most in need of services, the various data mapping and visualization tools such as interactive maps that IECAM uses, and a few collaborative projects in which IECAM is engaged.

Complexity: Entry Level

IIK Addressing Teacher-Labor and Teacher Quality Questions

Jay Pennington, Iowa Department of Education
Marsha Lewis, Ohio University
Angie Tombari, Kentucky Center for Education and Workforce Statistics

Members of the SLDS Teacher-Labor Market Analysis workgroup are identifying important questions that states have in this area, and are working in collaboration with CEDS staff to develop connections which identify data sources, elements, and algorithms for addressing them. The initial focus is on teacher retention, but we expect to work in collaboration with the Department's Teacher Quality Programs (TQP) Office and grantees to identify additional questions and connections. Join this session to hear about the initial three connections, and how you can leverage them in your work. We'll also be looking for your input and ideas for next steps.

Complexity: Entry Level

Top

  Room Location
A Palm Court Ballroom Lobby Level
B Senate Room 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
J New Hampshire Second Level
K New Jersey Second Level