5–A: Making Data Matter: Kentucky and Indiana's Approach
Tyler
Brown, State of Indiana - Management Performance Hub
Beth
Kelley, Kentucky Department of Education
The Kentucky Center for Statistics (KYSTATS) and Indiana's Management Performance Hub (MPH) are each committed to providing high-quality data and analysis to support decision-making through centralized Statewide Longitudinal Data Systems (SLDS). As their data collection and analysis capabilities continue to grow, both states are exploring new and creative ways to utilize their SLDS. We will provide an overview of the history, structures, governance, and processes that enable Indiana's SLDS and Kentucky's KLDS to facilitate cross-agency data sharing and research. We will also discuss ways that both states are using creativity to make their data more accessible, engaging, and impactful.
Topic: SLDS
Complexity: Intermediate Level
5–B: Building Tools and Knowledge on Teacher Hiring and Preparation to Support Local Education Agencies and the Public
Mark
Olofson, Texas Education Agency
Amy
Musgrave, Texas Education Agency
Paige
Tooley, Texas Education Agency
Jeremy
Landa, Texas Education Agency
The Texas Education Agency (TEA) is engaged in building insightful and robust tools to support the understanding of teacher preparation, employment, and retention. Recently, TEA launched new interactive data tools for the public to provide rich perspective on the teacher labor market in Texas. Simultaneously, TEA has launched the Insight to Impact dashboards, a secure tool to support educator preparation programs in continuous improvement. Building on these efforts, TEA is now working with the Texas Education Exchange, a data exchange offered through regional education service centers and leveraging the Ed-Fi data standard, to bring this information to school districts and charter organizations, supporting talent management strategies to address the continued need to identify, hire, and retain high-quality educators. This session will provide the story of how we have transformed stacks of static reports and data sets into these new tools, along with technical information about these efforts.
Topic: Data Linking Beyond K-12
Complexity: Intermediate Level
5–C: What is Proficiency in English Language Arts and Math?
Ellis Ott, Fairbanks North Star Borough School District
The Every Student Succeeds Act (ESSA) required states to adopt college and career readiness standards. State accountability systems include assessments evaluating proficiency on those standards in English Language Arts (ELA) and Math. For many states, the percentage of students meeting the new, more challenging standards would substantially decrease vs. meeting the previous standards (even where achievement had not changed at all). Some interpretations declare failure when less than half of students are "proficient" in ELA and/or Math. This presentation will review criterion-referenced vs. norm-referenced scoring, grade point averages, and literacy for more data-informed interpretation of assessment proficiency rates.
Topic: Data Use
Complexity: Entry Level
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5–D: Using State Data for LEA Strategic Planning and School Improvement
Scott
Gausland, Rhode Island Department of Education
Peg
Votta, Rhode Island Department of Education
Learn how the Rhode Island Department of Education (RIDE) is using state assessment accountability results to guide strategic planning for the LEAs. RIDE has built a Strategic Planning System that will display an LEA or school's assessment results and data over time to inform the setting of measurable goals in their strategic plan. The system also allows schools and LEAs to monitor progress, link funding to initiatives and action steps, and reflect upon their outcomes each year. Additionally, schools and LEAs will be able to work with one another in the sharing of best practices and goal setting through the collaboration feature of the system. Utilizing focus groups to create the system and support resources increases our state to district partnerships. The usage of this system to create and collect school and LEA improvement plans allows for a cohesive system from the school level to RIDE.
Topic: Data Use
Complexity: Intermediate Level
5–E: A Road Map Through SAP to Get a Restricted-Use Data License
Adam Todd, National Center for Education Statistics
Now Open! A new road to restricted-use data using SAP.
Beginning on Dec. 8th, 2022, all new restricted-use data license applications were required, by the Evidence Act, to be submitted using the Single Application Process (SAP). This is a major detour from previously established routes for most federal statistical agencies. This exhibit will serve as a road map to applying for a new restricted-use data license with NCES.Topic: Other
Complexity: Entry Level
5–F: System Modernization and Keeping Team Cohesion Through Transition
Cameron
Smith, Washington State Office of Superintendent of Public Instruction
Deborah Donovan, Mississippi Department of Education
The Mississippi Department of Education (MDE) and Washington State Office of Superintendent of Public Instruction (OSPI) will present and give a preview of the development of MDE's ground up, CEDS-based, cloud native Mississippi Student Information System (MSIS 2.0) and OSPI's strategies for navigating staff turnover during projects. They will discuss strategic planning, development, AGILE, and inevitable adjustments like maintaining cohesion and momentum when team membership changes. They will also cover the importance of planning for funding opportunities, stakeholder engagement and training, sustainability and capacity planning, and how the system will address equity gaps for LEAs and schools. Even teams of one employee can benefit!
Topic: Data Management
Complexity: Entry Level
5–G: Many Standards on the Highway to Federal Reporting
Steve Smith, Cambridge Public Schools
Ben Silberglitt, Cedar Labs
States have deep investments in their state reporting process, whether it be via standards like SIF or Ed-Fi, single student information systems, or flat file exchanges. Despite these many different processes, districts and states must deliver a common set of federal reports, aligned to CEDS, including EDFacts and CRDC. How can we connect these two disparate processes (state and federal reporting) in a way that: eliminates duplicate efforts, supports everyone regardless of state reporting process, and ensures accurate aggregate data are delivered in a timely fashion? Join Cambridge Public Schools and other LEAs and SEAs in their quest to simplify the process of state and federal reporting for districts and states.
Topic: Data Standards
Complexity: Advanced Level
5–H: The Anatomy of a Hack
Ross
Lemke, Privacy Technical Assistance Center
Mike
Tassey, U.S. Department of Education
Frank
Miller, U.S. Department of Education
Ever wonder how the bad guys do it? Join the U.S. Department of Education's Student Privacy Policy Office (SPPO) and the Privacy Technical Assistance Center (PTAC) as we walk through a live cyber attack scenario against a simulated virtual school district. See how adversaries survey for weaknesses, develop a plan of attack, and leverage tools to gain access to school systems and data. Come along with and take a front-row seat to a step-by-step cyberattack from reconnaissance to exploitation and data exfiltration. Whether you are a cyber-novice or seasoned network defender, this session will present an informative peek inside the mind of how hackers think and operate.
Topic: Data Privacy
Complexity: Intermediate Level
5–J: Title I Allocations: Part A - Allocations Direct to School Districts
Stephen Q. Cornman, U.S. Department of Education
Todd
Stephenson, U.S. Department of Education
Ian
Soper, U.S. Department of Education
Kateri Spear, U.S. Department of Education
Title I is the U.S. Education Department's largest single allocation for elementary-secondary schools ($18.5 Billion in 2023). This session will cover:
- National Public Education Financial Survey (NPEFS) data items for Federal allocations;
- Allocation factors from NPEFS and School District Finance (F-33) surveys;
- Raw data including number of related children 5–17 in families below the poverty level by school district; and Temporary Aid to Needy Families (TANF), children in locally-run institutions for the neglected or delinquent, foster children by school district;
- Title I Grants: Basic Grants, Concentration Grants, Targeted Grants, Education Finance Incentive Grants (EFIG)
This session is intended for fiscal coordinators only.
Topic: Fiscal Data
Complexity: Advanced Level
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5–K: EDFacts, Common Core of Data (CCD) Nonfiscal Coordinators and IDEA Part B Data Managers Training (part 3 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