Elizabeth Dabney, Data Quality Campaign Bob Swiggum, Georgia Department of Education

1. 26th Annual Management Information Systems [MIS] Conference:State Actions to Ensure Effective Data Use Elizabeth Dabney, Data Quality Campaign Bob Swiggum, Georgia Department of Education February 13, 2013

2. What is the Data Quality Campaign (DQC)? • A nonprofit, nonpartisan, national advocacy organization based in Washington, DC • Launched in 2005 • Committed to realizing the vision of an education system in which all stakeholders—from parents to policymakers—are empowered with high-quality data from the early childhood, K–12, postsecondary, and workforce systems to make decisions that ensure every student graduates high school prepared for success in college and the workplace • Supports state policymakers and other key leaders to promote the development and effective use of statewide longitudinal data systems • Developed the 10 Essential Elements (development) and 10 State Actions (use)

3. Who is Bob Swiggum? • Chief Information Officer, Georgia Department of Education (GDOE) • Responsible for the overall direction of technology for the GDOE • Leads the Technical Services, Instructional Technology, and Virtual School functions • Prior to working for the GDOE, he worked for Fortune 500 companies in technology roles • Member of DQC Board of Directors

4. How DQC Defines Data • We define data as: • More than test scores, including attendance and course-taking, as well as teacher and financial information • Any information stakeholders need to make decisions, which means more than state-level data • P–20W data that span early childhood through postsecondary and the workforce • We think the most useful data are: • Longitudinal: follow individual students over time and across systems and sectors • Actionable: timely, user friendly, and tailored to users • Contextual: robust, comparable, and presented as part of a bigger picture

5. How DQC Defines Effective Data Use: Continuous Improvement FUTURE: Continuous Improvement PRESENT: Accountability PAST: Compliance

6. How Far Have States Come in Ensuring Effective Data Use? 42 states publicly posting at least two reports using aggregate longitudinal data 17 states publicly posting at least two reports using aggregate longitudinal data The average state had 4-5 of the 10 Essential Elements of Statewide Longitudinal Data Systems The average state had 9-10Elements, all states committed to build all 10 2007 2006 2008 2009 2010 2011 2012 2005 36 states using state funds for their P–20 data system 8 states using state funds for their P–20 data system

7. About Data for Action • DQC invites each state’s governor’s office to participate in the survey. The governor’s office can appoint a designee to respond to the survey in collaboration with stakeholders. • An online survey tool is used to collect self-reported information from each of the 50 states, DC, and Puerto Rico. • In part one of the survey, states answer a series of questions about each of the 10 State Actions. • In part two, states report on emerging data issues and promising practices in the field. • DQC determines whether or not states receive credit for each Action based on states’ responses. • States responded to the survey in summer 2012, reflecting the current status of their work at that time.

8. Data for Action: 10 State Actions to Support Effective Data Use • LINKING P–20W Data • Link P–20W data systems • Create stable, sustained support • Develop governance structures • Build data repositories • ENSURING DATA ACCESS • Provide timely data access • Create individual student progress reports • Create longitudinal reports BUILDING CAPACITY TO USE DATA Develop research agenda Build educator capacity Raise awareness of available data

9. No State Has All 10 State Actions

10. Gaining, Maintaining, and Lagging Actions LAGGING GAINING GAINING MAINTAINING LAGGING GAINING GAINING MAINTAINING LAGGING MAINTAINING

11. Where is DQC Going in 2013? • 10 State Actions remain the same • Deep dive on a few topics that align to the 10 State Actions (e.g., linking K–12 and postsecondary data, high school feedback reports, teacher access to data, teacher-student data link) • Experts develop rubric and criteria to measure quality implementation • Review of survey data and evidence • Experts verify states that meet criteria • Expanded state profile to tell the data story of each state

12. Linking P–20W Data SELECTED FINDINGS There is a growing demand for data to answer critical policy questions, but P–20W data sharing is lacking. • 46 states link and share K–12 and early childhood data • 43 states link and share K–12 and postsecondary data • 14 states link and share K–12 and workforce data • 17 states link and share postsecondary and workforce data • 10 states link and share data between K–12 and workforce and postsecondary and workforce

13. Georgia’s View • Georgia’s P–20W database is currently a P–20, moving to a P–20W. • It is a research database not an operational database. • Also acts as a data exchange between educational agencies which eliminates the need for individual MOUs.

14. Ensuring Data Access SELECTED FINDINGS States are increasingly providing stakeholders access to data andproducing reports using longitudinal data, but few states are ensuring that parents have access to the data they need. • 41 states are providing access to aggregate-level data to superintendents, state staff, and the public. • 41 states produce reports about individual students, such as early warning reports (28 states). • 47 states produce reports about groups of students using longitudinal data, such as high school feedback reports. • 9 states are providing access to student-level data for parents.

15. Georgia’s View • How something is delivered is as important as what you are delivering. • Georgia’s LDS is accessed by teachers, administrators, parents, and students through the local district’s student information system so there is no extra ID or password needed. • Appears to be a part of the local system.

16. Building Capacity to Use Data SELECTED FINDINGS States are increasingly providing training to stakeholders but have not done enough to build the capacity of all education stakeholders to effectively use data. • 39 states train teachers and principals to use longitudinal data to tailor instruction and inform schoolwide policies and practices. • 40 states train teachers and principals to use and interpret specific reports.

17. Georgia’s View • Key to building capacity is to understand what you are building capacity for. • Teachers do not have the time or training to be data miners. • They need actionable information so LDS needs to do the mining, analysis, and differentiation for the teacher and offer solutions to the issues that are found.

18. LEA Access to Integrated GADOE Systems District Student Information System DistrictParent Portal Ready Now Working on Tunnel Common Core linked to digital resources Georgia Virtual School Longitudinal Data System GADOE InstructionalImprovement system Digital Resources Performance Index report Assessment (formative) system One integrated set of data that all systems and reports use. IEP /RTI system Professional Development system Financial Information System Survey Data Student and Teacher Student Growth Models Online Assessment system Observation Data

19. Georgia’s Path to Personalized Learning Audience Longitudinal Data Actionable Info Resources Metrics • LDSProvides Longitudinal data and • analysis to assist in differentiation of their students. • Tools: • Dashboards • Reports • LEXILE Reading Scores • Growth Model • Interstate Data Exchange • TRL 2.0 • Provides teachers with ability to quickly find digital resources and professional development that are aligned to standards. • Tools: • IIS-Digital Resources linked to common core • TRL 2.5 Provides districts with the ability to load local resources. • Tools: • IIS- Learning Object Repository • TRL 3.0 • Provides teachers with the ability to assign and monitor use of digital resources to students. Provides student with access to personalized learning. • Tools: • IIS-Learning Management System • Individual Education plans/Response to Intervention System • TRL 4.0 • Provides teachers with the ability to measure effectiveness of instruction. • Tools: • IIS-Learning Progression Maps • IIS-Data Analysis Tool • Formative Assessment Load • Online Assessment System • Financial Systems Personalized Learning Environment for Every K12 Student Teachers & Students/Parents • Improve Teacher Skills • Tools: • IIS-Professional Development System • Measure Teacher Skills • Tools: • Performance Index • Growth Model • Observations • Surveys • IIS-High School Feedback Report • IIS-Data Analysis Tool Teachers, School & District Personnel (i.e., Principals, Guidance Counselors, School Psychologist, etc.) High Quality 21st Century Classroom Instruction LDS – Longitudinal Data System TRL – Teacher Resource Link IIS – Instructional Improvement System

20. Georgia’s View *System demonstration slides include fictitious names.

21. Georgia’s View *System demonstration slides include fictitious names.

22. Georgia’s View *System demonstration slides include fictitious names.

23. Georgia’s View *System demonstration slides include fictitious names.

24. Georgia’s View *System demonstration slides include fictitious names.

25. Georgia’s View *System demonstration slides include fictitious names.

26. Georgia’s View *System demonstration slides include fictitious names.

27. Georgia’s View

28. Georgia’s View

29. Additional Data for Action Resources Please visit www.DataQualityCampaign.org/DFA2012 for: • National Analysis: National trends in states’ progress on building and using state longitudinal data systems to improve student achievement according to DQC’s 10 State Actions • State-by-State Analysis: Individual state profiles and the ability to compare states to one another • Policy Issues: Deeper analyses about states’ data capacity to support various education policies and practices such as teacher effectiveness, parent empowerment, college choice, early warning systems, and high school feedback

30. Contact Us Bob Swiggum Chief Information Officer Georgia Department of Education rswiggum@doe.k12.ga.us Elizabeth Dabney Senior Associate Data Quality Campaign edabney@dataqualitycampaign.org