4-A: Building an Educator Workforce Supply and Vacancy Data Collection System – Common Application Platform
Kaori
Strunk, Washington State Office of Superintendent of Public Instruction
Jisu
Ryu, Washington State's Professional Educator Standards Board
Attracting and recruiting effective educators is one of the key components to close gaps in equitable student access to effective educators. In Washington state, the current application system for educators and candidates requires redundant job application processes as there is no state-wide universal job application system. Each district hosts its own recruitment system. This segmented recruitment system also makes it difficult to track data on educator vacancies at a statewide level which subsequently prevents evaluating support needs for recruitment. This presentation reviews Washington state's proposed universal application system and its barriers and also discusses additional ideas with other states.
Topic: Data Collection
Complexity: Entry Level
4–B: Going Beyond WIOA: A Journey to a More Meaningful Set of Workforce Outcome Data
Baron
Rodriguez, WestEd
Mary Ann
Bates, California Cradle to Career System
Matthew
Hastings, Nebraska NSWERS Data System
Many state data integration efforts have a desire for more meaningful labor/workforce outcomes via the education continuum. There are many opportunities for strong data linkages to rich data repositories such as New Hires Directory, federal employee, military, tax/wage/IRS data, and many others. The new DISC technical assistance center (Data Integration Support Center) has been working with several state data integration efforts and is hearing consistent messages around quality of data, restrictions of SSN linkages, as well as gaps in linkages due to a variety of factors. State and DISC presenters will present resources and approaches aimed at demystifying the workforce landscape in an effort to remove barriers to more meaningful data. We also seek to collectively understand participants' barriers and challenges as it relates to regulatory clarifications/changes, use case/joint guidance. Join this discussion with two knowledgeable peer states to help us move the workforce conversation forward!
Topic: Data Linking Beyond K-12
Complexity: Advanced Level
4–C: The Intersection of Accessibility and Inclusivity
Leigh
Huster, Quality Information Partners
Sarah
Ensor, Quality Information Partners
Erin Pollard, U.S. Department of Education
In education data communications, the destination is information and accessible, inclusive communications are the path. This presentation will demonstrate how to make inclusivity and accessibility part of your communications plan and how simple it can be. Erin Pollard (U.S. Department of Education) will provide a brief overview of the Education Resources Information Center (ERIC) and why inclusive communications products are crucial to ERIC's mission. Leigh Huster and Sarah Ensor (QIP) will discuss simple methods for inclusive strategy, planning, implementation, and dissemination. Further, Huster and Ensor will discuss Section 508 of the Rehabilitation Act, both meeting the letter of the law and rising to the spirit of the law. Finally, presenters will facilitate creating a sample ERIC product with participants. Attendees will learn tips, tricks, and tools they can employ to create accessible, inclusive products for a diverse audience.
Topic: Other
Complexity: Entry Level
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4–D: On the Road to Reporting: Complex BI Reports Leveraging Existing Data
Emily
Rang, AEM Corporation/CIID
Michael
Tamborski, Ph.D., Oklahoma State Department of Education
Join the Center for the Integration of IDEA Data (CIID) and Oklahoma to hear how states can use business intelligence tools to create powerful interactive reports that stakeholders will actually use. Oklahoma will demonstrate a tool that utilizes a similarity-matching algorithm allowing external stakeholders to better interpret report card data and identify schools with effective programs. CIID's Power BI Work Group developed a significant disproportionality report, required under IDEA, using existing EDFacts data in the CEDS data warehouse. See a demonstration of the reports and learn how your agency might be able to leverage these tools and reports directly!
Topic: Data Use
Complexity: Intermediate Level
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4–E: Mapping Data Ed-Fi to PESC
John
Keller, Indiana Department of Education
Debbie
Dailey, Indiana Department of Education
Satish
Pattisapu, EdWise Group
Sayee
Srinivasan, Ed-Fi Alliance
The Indiana Department of Education and Department of Commission for Higher Education are working with partners to explore possibilities for providing a transcript for every K-12 student in the state, beginning in Kindergarten. This will require the translation of Ed-Fi data elements to the PESC data standard for the creation of transcripts to continue to serve their purpose for matriculation to higher education. This work is in the conceptual stage but rests on the concept of collecting data once through a state agency and then using it across state agencies for multiple purposes. Additionally, the completeness of the academic record represented by a transcript is something that could provide multiple benefits to students and families much earlier in their educational journey. Participants in this session will learn about the status of this work and have the opportunity to discuss the benefits and challenges of it.
Topic: Data Standards
Complexity: Advanced Level
4–F: Go Beyond Compliance: Use IEPs to Answer Strategic Questions and Improve Programs
Adrienne
Woods, SRI International
Marie
Ireland, Charles Sturt University
Kimberly
Murphy, Old Dominion University
Catherine
Thompson, Arlington Public Schools
Although the Individualized Education Program (IEP) has been used to document procedural compliance with IDEA for individual students, IEPs also provide extensive data that can and should be used by schools, districts, and states to collectively improve programs, processes, and outcomes in special education. We will describe the state of IEP data and its current and potential uses at the state and local (district) levels. We will conclude our session with a discussion about how IEP software could be adjusted to enhance IEPs' usability as a data source for substantive compliance, program improvement, and monitoring individual, school-wide, and district-wide outcomes.
Topic: Data Use
Complexity: Entry Level
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4–G: Forum Guides to Pandemic Student Learning and Technology for Teaching and Learning
Jonathan
Wiens, Oregon Department of Education
Cheryl L.
VanNoy, Saint Louis Public Schools (MO)
This session will highlight two forthcoming National Forum on Education Statistics (Forum) resources that address timely topics related to student learning and teaching methods. The Forum Guide to Student Learning Data During Pandemic School Closures and Beyond explores ways local and state education agencies are investigating student learning trends during and following school shutdowns and their plans to use data to create a road to recovery for students and schools. The Forum Guide to Technology for Teaching and Learning shares policies, processes, and best practices to help education agencies appropriately select, responsibly manage, and effectively support the use of educational technology.
Topic: Data Use
Complexity: Entry Level
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4–H: The High School and Beyond Longitudinal Study of 2022 (HSandB:22): Pivoting Recruitment and Data Collection Strategies Through the Pandemic
Colleen
Spagnardi, RTI International
Lisa
Kessler, RTI International
Samantha
Lako, RTI International
Elise
Christopher, National Center for Education Statistics
A national collection of longitudinal data is challenging in the best of circumstances. HSandB:22, the sixth in NCES' secondary longitudinal studies series, was poised to launch in fall 2020; however, the COVID-19 pandemic interrupted this schedule. As such, HSandB:22 pivoted with the changing landscape to revamp recruiting and data collection strategies to meet the needs of the study, the schools, and the students. HSandB:22 persisted during the two-year pause by maintaining engagement and cooperation with schools and implementing innovative data collection methods that may influence future school-based data collections.
Topic: Data Collection
Complexity: Entry Level
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4–J: Streamlining CCD Fiscal Data Submissions
Malia
Nelson, U.S. Census Bureau
Shannon
Doyle, U.S. Census Bureau
Kaitlin
Hanak, U.S. Census Bureau
Amy Rowell, Georgia Department of Education
Rob Hanna, MA Department of Elementary and Secondary Education
CCD Fiscal Coordinators from each state education agency are responsible for submitting fiscal data to both the National Public Education Financial Survey (NPEFS) and the School District Finance Survey (F-33). In this session, analysts from the U.S. Census Bureau will discuss how crosswalking states' uniform charts of accounts for school districts to the NCES accounting handbook and then to each survey item can save time and improve consistency between the data reported for each survey. Examples will be provided along with a table which crosswalks the NCES account codes to the NPEFS and F-33 item codes.
This session is intended for fiscal coordinators only.
Topic: Fiscal Data
Complexity: Intermediate Level
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4–K: EDFacts, Common Core of Data (CCD) Nonfiscal Coordinators and IDEA Part B Data Managers Training (part 2 of 3)
Liz Fening, National Center for Education Statistics
This session will focus on important updates for state EDFacts, CCD Nonfiscal Coordinators, and Part B Data Managers. Topics this year will include Modernization (technical and operational), how ED will use data quality results for SY22–23 (including data notes) in place of legacy data quality processes that were used through SY21–22, and plans for publication of data in the system as of the due date. The new system and processes encourage and support data governance, including strong coordination across technical and subject matter experts within the State Education Agencies. The EDFacts track provides an excellent opportunity for states to collaborate as well as talk directly to ED staff from the EDFacts team and other ED program offices in attendance. The EDFacts Partner Support Center (PSC) will also be represented and will help facilitate face-to-face interaction.
This is a 3-hour session that begins in session 3-K and continues through sessions 4-K and 5-K.Topic: Data Management
Complexity: Intermediate Level