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Training Local Stakeholders to Use the LDS

Training Local Stakeholders to Use the LDS. Tuesday, October 30, 2012 Facilitator: Robin Taylor (SST) Panelists: Justin Katahira , State of Hawaii Department of Education Robert Swiggum, Georgia Department of Education Steve Garner, Delaware Department of Education. Hawaii.

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Training Local Stakeholders to Use the LDS

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  1. Training Local Stakeholders to Use the LDS • Tuesday, October 30, 2012 • Facilitator: Robin Taylor (SST) • Panelists: • Justin Katahira, State of Hawaii Department of Education • Robert Swiggum, Georgia Department of Education • Steve Garner, Delaware Department of Education

  2. Hawaii

  3. HIDOE Context K12 LDS Went live SY 2009–2010 Aggregate and student level access Two trainers in the state Staggered training approach Internal tool only

  4. Keys Identify stakeholders Design, create, train based on user Leverage concurrent efforts Focus efforts (alignment) Online self-help Data governance

  5. Challenges • Lack of alignment • Lack of human resources • Too many requests • Teachers, principals too busy • Lack of basic data literacy

  6. Benefits Alignment (definitions, goals, policies, etc.) Cultural shift (anecdotal to data-driven) Source system reporting (among others) Focused user group training External partnerships (thanks to alignment)

  7. Georgia

  8. Georgia’s LDS is a Statewide System Containing 6 Years of Longitudinal Data on 1.8MM Students Our stakeholders are: • Teachers • Administrators • Students • Parents • Legislators • Other state agencies (juvenile justice, foster care, juvenile courts, department of health) • Other education institutions (university system, technical colleges, professional standards commission, student finance commission, early childhood education) • Non-profit organizations (United Way, Girl Scouts, Boy Scouts, Boys & Girls Club) Types of training provided: • Face-to-face • Train the trainer • Online modules • Training manuals • Online videos • Best practices • Website with self-help tools

  9. Value of Training to the Districts in Georgia Training is consistent Training is free There is no need to provide local staff to train Training does not require time away from the school

  10. Value of Training to the State of Georgia High adoption rate by districts of the system, which is the platform for the delivery of all state tools

  11. Delaware

  12. Context: Delaware’s LDS • Delaware has used unique student identification numbers for over 20 years. • LDS consists of the following components: • Student Demographic Data (20+ years) • Enrollment Data (20+ years) • Statewide Assessment Data (DSTP/DCAS, AP, SAT, PSAT, 20+ years) • Local Assessment Data such as DIBELS (1+ years) • Staff Data (10+ years) • Discipline Data (12+ years) • Course Data (secondary 14+ years vs. elementary 1 year) • Attendance Data (14+ years) • Course Grade/Transcript Data (14+ years) • Facilities Data (school codes, 20+ years) Delaware has statewide teacher licensure, personnel and financial systems. Data resides in the Education Insight Warehouse established as part of RTTT Grant and it has the ability to link students, teachers and schools. Education Insight Dashboard is based upon EdFi standards and is part of RTTT Grant. DDOE has a commitment to make the access to data “longer and wider” for legacy migration and Dashboard usage (2012 SLDS grant and local assessments).

  13. Delaware’s Approach to Training Local Stakeholders (AKA) Train school district level administrators first (Awareness: Dashboard) Train district selected teams in the specifics of the system in groups — train the trainer model (Knowledge and Application: Dashboard) Conduct on-site trainings if needed (Application: Dashboard) Does the training method work? • Data on Dashboard: 9-11-12 to 10-5-12 • First Year Target of 25,000 visits vs. 1,427 visits • First Year Target of 3,100 unique visitors vs. 1305 visitors

  14. Value to the Delaware Department of Education (DDOE) Supports Sustainability for LDS Data—there becomes a reliance upon the data systems provided by DDOE Provides an opportunity to solicit feedback on reports from multiple levels Provides a platform for district needs to be shared at the different trainings Ensures that the same training gets delivered around the state

  15. Value to School Districts and Charter Schools Districts are not responsible for training, so it is one less thing they have to do Data automatically populates many district reports saving “person hours” that can be used elsewhere There are few if any duplicative data collections and reports It makes the process efficient, effective, and accurate

  16. Contacts & Additional Resources Contact information: Justin Katahira, Justin_Katahira/SUPT/HIDOE@notes.k12.hi.us Bob Swiggum, RSwiggum@doe.k12.ga.us Steve Garner, steve.garner@DOE.K12.DE.US Robin Taylor, robin.taylor@sst.slds.org

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