STATS-DC

XI–A One Tool, One EDFacts Coordinator, 99% Timeliness and Accurate Results for EDFacts Submissions in Pennsylvania

Joseph Cowan, Pennsylvania Department of Education
Tim Garrison, eScholar LLC

This session will address the Pennsylvania Department of Education's (PDE's) evolution on streamlining EDFacts reporting from multiple resources (human, processes, tools) to a single EDFacts coordinator and tool in the past five years. The timeliness of submission rate has increased from 89% to 99% with accurate results and an automated process. The presentation will discuss the change on processes on business and technical sides with before and after submissions.

Complexity: Entry Level

XI–B Innovations in NAEP Analyses and Visualizations, 2017 Mathematics and Reading Results

Brian Cramer, Optimal Solutions Group
Ebony Walton, National Center for Education Statistics
Grady Wilburn, National Center for Education Statistics

NAEP continues to innovate with the analyses and visualizations reported and disseminated to the public. In recent years, for example, the Nations Report Cards have added interactive maps, videos, indices from survey questionnaire data, and bubble charts to provide users with the ability to explore relationships between contextual data and NAEP student performance. Building on these innovations, this presentation will highlight additional innovative analyses and visualizations from the 2017 mathematics and reading results. The focus will be on highlighting student attitudes, school spending, teacher practices, student and school educational resources, and equity measures at the state and district levels. It will also take a deeper dive into the relationships between NAEP contextual variable and student performance. The presentation will feature data visualization techniques that allow for a more nuanced understanding of the data.

Complexity: Entry Level

XI–C Two States' Approaches to ESSA Report Cards

Jay Pennington, Iowa Department of Education
Tom Howell, Michigan Department of Management and Budget
Kathy Gosa, AEM Corporation
Bob Swiggum, Georgia Department of Education

State Report Cards are a vital source for sharing information about the progress of schools, districts, and the state overall, with parents, students, families, communities, policymakers, and the general public. This session will focus on the experience of Georgia, Michigan and Iowa in transforming their State and District Report Cards to address ESSA requirements. Join this session to learn about their strategies, processes, concerns, and lessons learned - and get a preview of their 2017–18 Report Cards.

Complexity: Intermediate Level

XI–D Follow the Money: Operationalizing the Finance Domain

Maureen Wentworth, Ed-Fi Alliance
Jill Aurand, Nebraska Department of Education
Duane Brown, AEM Corporation
Brent Engelman, Council of Chief State School Officers

The ESSA Financial Transparency requirement is a significant new data collection with its own challenges and opportunities. In response to state needs, Ed-Fi, with support from CEDS and CCSSO, launched a workgroup to build out the financial data domain to support the implementation of the ESSA transparency requirement. This workgroup met in April to begin the work of mapping existing data standards to the ESSA requirements and building out the data model to support implementation. This session will provide an overview and update of the work and solicit your feedback on next steps.

Complexity: Intermediate Level

Download Zipped Adobe Presentation:

• Follow the Money: Operationalizing the Finance Domain (734 KB)

XI–E Link Violence & Crime Data with Student Outcomes at School

Shanshan Wang, Fayette County Public Schools
William Buchanan, Fayette County Public Schools

The Fayette County Public Schools is working with local and district law enforcement and student support services to investigate the influence of violent crime in the community on student outcomes. We want to estimate the radius of the buffer around the location of a violent crime at which there is a detectable effect on student outcomes, with an emphasis on attendance. We also are interested in estimating any cumulative effects (both within and between school years) to understand more about concentration effects.

Complexity: Advanced Level

XI–F How the Minnesota Department of Education is Working to Engage Teachers in the Use and Interpretation of Data

Holly Pope, Minnesota Department of Education

At the Minnesota Department of Education (MDE), our precedence is ensuring educators around the state understand data. One tool used to support educators' understanding and interpretation of data is the Testing 1, 2, 3 website, which is currently being developed in response to the Statewide Longitudinal Educational Data Systems (SLEDS) grant. This website is being created specifically to give teachers a common place to access testing resources, learn what data is available and what reports are generated, learn how to interpret these data reports, and much more! During this presentation, attendees will hear how MDE assists and engages teachers through meaningful use of data to help inform their instructional decisions.

Complexity: Intermediate Level

Download Zipped Adobe Presentation:

• How the Minnesota Department of Education is Working to Engage Teachers in the Use and Interpretation of Data (742 KB)

XI–G Collaboration Creates Effective Change: The Power of Qualitative Data

Lesley Beavers, Maryland State Department of Education
Morrall Thompson, Maryland State Department of Education
Judy Kowarsky, Maryland State Department of Education

In Maryland, the SLDS grant impacts instruction. Using data as the leading force and checkpoint, resulting in collaborative efforts to:

- identify and share information related to the curriculum and resources used throughout the state

- create a publicly accessible repository of searchable vetted educational resources that leverages qualitative crowd-sourcing data usage information for future development/revision

- implement peer coaching leveraging qualitative and quantitative data analysis to improve instruction

These efforts provide avenues for educational decision-making from the classroom level to the district level by collaborating with our best practices as a state.

Complexity: Intermediate Level

XI–H Using District Data to Impact Instruction

Daniel Brungardt, Unified School District 204

Student district management systems contain a treasure trove of student information including state assessment scores, grades, attendance, discipline, and misc. other information. The information stored within a student management system can be pulled and combined with other demographic data to gather performance information including grade level, subject matter, teacher, race and/or sex. The presenter will share practical information on how it is used in their district to impact instruction.

Complexity: Entry Level

XI-J Leveraging Business Intelligence (BI) Tools to Unlock, Democratize, Govern and Visualize your Data

Aaron Gernhardt, Fort Wayne Community Schools
Steven White, Fort Wayne Community Schools
Figen Bilir, eScholar LLC

Learn how Business Intelligence (BI) tools improve Fort Wayne Community Schools (FWCS) data analysis by transitioning from static reports to dynamic, visual and interactive dashboards, built on the foundation of the longitudinal data warehouse FWCS has employed since 2000. This session will answer how, what, and why these visualized reports were built, demonstrate a report creation, and discuss pros and cons of using a self-serve BI tool. With nearly 30,000 students, FWCS is one of the largest school districts in Indiana.

Complexity: Intermediate Level

Download Zipped PowerPoint Presentation:

• Leveraging Business Intelligence (BI) Tools to Unlock, Democratize, Govern and Visualize your Data (1.35 MB)

XI–K Thinking Beyond the School Day: How Secure Data Sharing and Community Partnerships Can Improve Student Learning

Abigail Cohen, Data Quality Campaign
Laura Hansen, Metro Nashville Public Schools

Faced with increasingly diverse pathways through school and into the workforce, families, educators, and policymakers must think creatively about how to equip students with the skills they need to be successful. Collaborative partnerships between out-of-school time programs and schools, supported by the secure sharing of education data, can help prepare students for their future by bridging learning in and out of the classroom. Join the Data Quality Campaign and representatives from Metro Nashville Public Schools to hear how they are using data to support these collaborations and the important role states can play to support this work.

Complexity: Entry Level