CoSN TxCTO Summer 2015

Thank you for visiting! Below, please find relevant material to a presentation--facilitated by Virgil Kirk, Traci Clarke, Gary Clarke, and Miguel Guhlin--at the CoSN Texas Chief Technology Officers' (CTO) presentation facilitated in Summer, 2015.

Empowering Dynamic Data Strategies

In this session, participants will explore a problem common to many public school districts—setting up a data repository and how to best analyze data. K12 Dynamics--a vendor partner--will also be present to share their web-based, mobile-friendly solution.

Connect via Today's Meet: TodaysMeet.com/TxCTO2015

Twitter hashtag: #txcto15ed

Get back here quick: http://tinyurl.com/txcto15

As this ASCD Educational Leadership article by Doug Johnson points out:

One fact is incontrovertible: School districts need access to a bewildering array of just-in-time data collection, analysis, and aggregation and disaggregation tools that intersect along a multitude of points (such as student demographics, teacher quality, end-of-course [data]).

Source: Miguel Guhlin as cited in Navigating the Seas of Change

Resource Links

  1. K-12 Dynamics: Overview | Learn More | Fact Sheet
  2. Video: Using Data to Improve Student Performance
  3. (Source: DataQualityCampaign.org)

Session Facilitator Contact Information

Other Materials You May Find of Interest

  1. View Executive Summary
  2. Job Description: Systems Interface Specialist

Data Warehouse Need and Overview

School districts have a clear and urgent need to institute a data warehouse that is easily accessible by district/campus level staff. The goals of establishing a data warehouse include the following:

    1. facilitate easy, safe and appropriate access to data campus and district staff need to accomplish essential job functions, and
    2. eliminate time staff currently wasted in data hunting-n-gathering, sifting and organizing that consumes more time than the data analysis component requires.
    3. Enable staff to have tiered levels of access to generate reports derived from data critical to their job functions via a web-based interface to a data warehouse of content. (refer to diagrams at end of document)
    4. The end result is a more informed leadership and decision-making in service of students and staff.

Key Components

    1. A data warehouse - This component serves as a district-controlled repository of all data--a local copy on District server(s) regardless of the source--on students, employees from a variety of data sources, including but not limited to, student assessments, student and parent lists, employee data from internal (e.g. Eduphoria, Special Education, Scholastic programs, Special Education) and external sources of data (e.g. STAAR, iStation, iTCCS, TxGradebook, eSPED). (View Page 2)
    2. A web dataportal - This component provides as a browser-based, easy to use interface to the data warehouse that enables campus and district staff to have point-n-click query-creation abilities to generate a variety of reports that juxtapose data from a variety of internal and external data sources. (View Page 3)
https://sites.google.com/a/ecisd.net/dw/_/rsrc/1401282311059/proposal-and-diagrams/dw_overview.png

Scenarios Illustrating Need for Data Warehouse

    1. Due to ELA Reading and Writing scores being combined, campuses will need to know if a student met minimum composite scores and ascertain minimum section scores. To effectively track students for EOC retesting, we need to know 2 collections of data:
      1. Student information (e.g.ID#, first year enrolled in high school, first year in a Texas High School and testing results (3 tests per year per subject). This data is combined with…
      2. Combined ELA Reading and Writing scores. This spring, the ELA tests will be combined. The District will need to know if the student met a minimum composite score and a minimum score for each section. This information is then compiled to determine who needs retesting.
    2. A need exists to evaluate special education services. 6 components of information she wants to compile or juxtapose include the following: Level Inclusion, modifications, accommodations, 9 weeks test scores, STAAR results, and Listed by teacher.
    3. A teacher needs to complete a report about AVID at Heritage. He needs to know student performance in AVID as compared to other students. One piece of information he needs is the percent of students that drop Pre-AP classes.
    4. I am currently working on a list of students to test for gifted and talented. I have a basic list from SMI/SRI scores. I then have to go into Aware and look at quarterly assessment scores, STAAR scores, and then into Texas Gradebook to look at grades. I am looking at 45 students for this data. Earlier this year when we had to split our 4th grade GT class into two classes and I was looking for students to fill in the open slots, I had to do this same process. This time I was looking at probably 75 students.
    5. When beginning the RTI process, teachers must complete a Review of Student Records form. Teachers must pull attendance data, previous intervention data, screening data, and possible others as well like grades. In the past, many teachers have even called in sick so that they could complete these forms. In most cases, it took several hours to gather the data prior to even compiling it on the forms.
    6. We need a way to pull data from the following: istation, SAM, ALEKS, Think Through Math, Tango, AIMs Web, Eduphoria. Right now we have to go into each program individually and try to gather the program from each separate program.
    7. RTI Meetings/identifying Tier 2 and Targeted Tier 1 students. In order to come up with our list of tier 2 students we have to compile information from the following sources of data: 1. TPRI/Tango report; 2. SAMM (SMI data); 3. assessment data and progress monitoring data from Eduphoria; and 4. istation for istation data
    8. Bilingual/ESL Office: TPRI/TejasLee staff and students data exports have to be obtained via a single district person (Lynette Harris) and this can involve wait time.
    9. Special Education: Both district and campus staff have to correlate data between iTCCS and vendor systems--whose disparate systems are unable to “talk to each other”--to get the results needed to serve special populations.
    10. Technology Operations: To assess EC3 Program (e.g. iPads in the Classroom) is unable to query and generate reports that account for EC3 Student attendance (comparing one classroom to others), individual attendance reporting, student achievement across grade levels and individual performance, account for discipline referrals.