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Concurrent Session V Presentations

Thursday, July 26, 2018
10:15 am – 11:15 am

VA The Statewide Longitudinal Data Systems (SLDS) Data Capacity Survey: First Look at Findings

Julia Bloom-Weltman, AEM Corporation
Kristen King, U.S. Department of Education

Understanding the capability of state data systems is critical so that the nation as a whole can maintain and utilize education data with accuracy and efficiency. In order to assess the present data capacity of jurisdictions, the Statewide Longitudinal Data Systems (SLDS) Data Capacity Survey was created to inventory systems. This session provides descriptive information on the responses from the first data collection from the summer of 2017 regarding current and planned capacities of states.

Complexity: Entry Level

VB Making Every Subject Count: Strengthening States' Data Infrastructure for Reporting on Non-Tested Subjects

Claus von Zastrow, Education Commission of the States
Ayanna Hudson, National Endowment for the Arts

Most states have data systems to track students and teachers over time. However, only a few publish information about disciplines for which there are no standard assessments. This session will focus on one such discipline: the arts. It will feature facilitated discussion of a partnership between the National Endowment for the Arts and the Education Commission of the States that helps states use existing state data to report actionable information on the health of arts education. Session participants will explore how states can use their data systems to give leaders and communities the information they need to improve education in untested subjects.

Complexity: Entry Level

VC Determining State and Local Education Technology Needs

Steve Smith, Cambridge Public Schools

The work necessary to implement new technology initiatives to support teaching and learning can be a complex and challenging endeavor. The National Forum on Education Statistics is developing a new resource that will address the widespread use and integration of technology in state and local education agencies and assist agencies with technology decision-making. This session will provide an overview of the resource, which focuses on technology governance and planning, including needs assessments, as well as technology implementation, integration, maintenance, support, training, and evaluation.

Complexity: Entry Level

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VD The Every Student Succeeds Act (ESSA) "Expenditures per Pupil" Provision and Relationship to School Finance Data Collections at the U.S. Department of Education

Stephen Q. Cornman, U.S. Department of Education
Stephanie Stullich, U.S. Department of Education
Stephen Wheeler, U.S. Census Bureau
Alexis Schauss, North Carolina Department of Public Instruction
Frank Cernik, North Carolina Department of Public Instruction
Beth Scioneaux, Louisiana Department of Education
Jim Long, Ohio Department of Education

There is a significant demand for finance data at the school level. Policymakers, researchers, and the public have voiced concerns about the equitable distribution of school funding within and across school districts. This session will examine a new requirement under the Every Student Succeeds Act (ESSA) for states and school districts to add to their annual report cards the per-pupil expenditures of Federal, State, and local funds, including actual personnel expenditures and actual nonpersonnel expenditures of Federal, State, and local funds, disaggregated by source of funds, for each local educational agency and each school in the State for the preceding fiscal year. (1111 (h)(1)(C)(x) and (h)(2)(C)). State Education Agencies (SEAS) and local education agencies (LEAS) must report school-level expenditure data on report cards commencing with the 2018-19 school year. This session will also discuss differences between this data reporting requirement and current fiscal data collections being conducted by the U.S. Department of Education. In response to the growing demand, the National Center for Education Statistics (NCES) recently developed the School-Level Finance Survey (SLFS). The SLFS is essentially an expansion of the School District Finance Survey (F-33) and the National Public Education Finance Survey (NPEFS) to include some variables at the school level.

In this session, the panel will present the ESSA provisions on reporting per-pupil expenditures at the LEA and school level and variables not found on SLFS that could be included on the state and local report cards. The presenters will also discuss findings from previous ED data collections and studies of school-level finance data. In addition, presenters from SEAs will discuss the changes in accounting standards necessary to report school-level finance data, the challenges of consistency and comparability between individual LEAs, training plans, and methods to display school-level finance data on the ESSA report cards.

Complexity: Entry Level

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VE Gathering and Utilizing Industry Certification Data

Brian Douglas, Tennessee Higher Education Commission
Jenna Leventoff, Workforce Data Quality Campaign
Jonathon Attridge, Tennessee Department of Education

Industry certifications are credentials awarded by industry groups and can have value at both the K-12 and postsecondary level. However, it can be challenging for states to understand whether their students are obtaining these credentials because they are not awarded by state agencies. During this session, Tennessee will speak to the value of industry certification data, explain how they have begun to get it into their state longitudinal data system, and share the research they have conducted with it.

Complexity: Entry Level

VF DCARS a Cloud-Based Data Collection, Analysis, and Reporting System for Inclusive Postsecondary Education

Eric Folk, University of Hawaii at Manoa
Robert Stodden, University of Hawaii Center on Disability Studies
Sean Nagamatsu, University of Hawaii Center on Disability Studies

The Postsecondary Support Project (PSP) is an inclusive postsecondary education project based at the University of Hawaii. We support students with significant disabilities to attend college and develop the skills needed for college and employment success. PSP receives funding from the USDOE, and Hawaii's DVR and DD agencies. Our cloud-based data collection, analysis, and reporting system (DCARS), allows us to collect and manage data from six college campus sites. DCARS also offers a way to efficiently monitor evaluation indicators and provide timely reports to our funders. This inexpensive and highly customizable system has generated keen interest with other education-related programs.

Complexity: Intermediate Level

VG The Art of the Possible: Data Governance Lessons Learned from Kentucky, Maryland, and Washington

Elizabeth Dabney, Data Quality Campaign
Ross Goldstein, Maryland Longitudinal Data System Center
Jim Schmidt, Education Research and Data Center
Kate Akers, Kentucky Center for Education and Workforce Statistics

A strong cross-agency data governance structure is critical for building the relationships and trust needed to securely share and analyze data across agencies to inform policy and practice. In this facilitated panel discussion, join the Data Quality Campaign to learn from the Maryland Longitudinal Data System Center, the Kentucky Center for Education and Workforce Statistics, and Washington's Education Research and Data Center. Hear about how these states were able to create strong cross-agency data governance, the challenges they overcame, and their lessons learned. Receive a copy of DQC's cross-agency data governance case study on Kentucky, Maryland, and Washington.

Complexity: Intermediate Level

VH The Future is Actionable Data in Teachers Hands

Russell Altersitz, Logan Township School District
Kristi Jansen, Logan Township School District
Patrica Haney, Logan Township School District

See how the work of a district Data Team (Curriculum Supervisor and Data Analyst, with the support of the District Superintendent) has provided teachers with the tools (assessment data and evidence tables derived from state standards) to use data to improve the teaching and learning process. This process has led teachers to collaborate with each other to identify strengths and weaknesses. This collaboration has resulted in continuous improvement in student achievement. The presenters will provide examples of tools, exercises and data output used over the past two years to engage teachers in the effective use of data to improve instruction.

Complexity: Intermediate Level

VJ Data Governance: California's Tips for Getting Going, Building Momentum & Surfing the Waves of Collaboration

Elizabeth Wisnia, California Department of Education

Since launching in January 2015, California's Educational Data Governance (EDGO) Program has accomplished and learned much about what it takes to make data governance an integral part of the organizational culture. In this session, lessons learned, resources, and tips will be shared. Participants will be encouraged to share their own best practices for obtaining and maintaining stakeholder engagement while establishing a data governance program.

Complexity: Entry Level

VK OKSDE and CEDS - Real World REST Based Data Collection

Aziz Elia, CPSI, Ltd.
Erk Friend, Oklahoma State Department of Education

The Oklahoma State Department of Education is expanding its Wave real-time data collection with a CEDS ODS. This session covers the design and implementation of the CEDS ODS at OKSDE. Real time data collection, data provisioning and data validation will be covered along with topics such as how to use the REST API to manage the data. Learn how OKSDE will use the CEDS data model XSD Schema to perform ETL functions and publish CEDS-based data objects via REST APIs. It will also cover how the state manages data security, data governance, filtering, and PII data field encryption.

Complexity: Intermediate Level

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  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