1

Topical Call Series: Improving Data Quality and UseImproving Data UseWednesday, November 19, 2014

2

Agenda

• Overview of coordinator responsibilities and how data could be used

• Examples of data use by coordinators– Karen Neilsen (California) – Kenya Haynes (Wyoming)

• Example of using data to change budgeting decisions– Bi Vuong, The School District of Philadelphia

• Discussion about preferences around access to your CSPR data

NDTAC is funded through a contract with U.S. Department of Education. The content of this slide and presentation does not necessarily reflect the views or policies of the U.S. Department of Education, nor

does it imply endorsement by the U.S. Government.

3

Responsibilities of Title I, Part D State Coordinators

1. Planning and Funding– Include data in application process– Track budgeting data from subgrantees and use data

for funding purposes

2. Monitoring and Compliance– Utilize CSPR data as part of desktop monitoring or to

inform conversations during monitoring visits

3. Reporting and Evaluation– Review longitudinal outcome data to track what’s

working in facilities and where further TA is needed

How else can data be used in your responsibilities?

4

Examples of data use: Karen Neilsen (California)

• Performance data is used in the selection of subgrantees who will be monitored

• When monitoring use longitudinal performance data to discuss program improvement with subgrantees

• Refining data collection process for carryover funds

5

Examples of data use: Kenya Haynes (Wyoming)

• CSPR• Monitoring Data• State Data Drill Down

6

Example of using data to change budgeting decisions

7

PROBLEM

Ensuring that our students receive adequate resources to meet their social, emotional, and

educational needs.

8

Are we providing our schools the right level of funding?

SEP OCT NOV DEC JAN FEB MAR APR MAY JUN0

10

20

30

40

50

60

70

80

90

100

Student Enrollment

TOTAL ENROLLMENT

Num

ber o

f Stu

dent

s

9

Are we providing them with the appropriate guidance regarding staffing?

SEP OCT NOV DEC JAN FEB MAR APR MAY JUN0

10

20

30

40

50

60

70

80

90

100

Student Enrollment Disaggreated

REG ED ENROLLMENT SPED ENROLLMENT

Num

ber o

f Stu

dent

s

10

How are we helping to guide supplemental program or staffing support?

SEP OCT NOV DEC JAN FEB MAR APR MAY JUN0

2

4

6

8

10

12

14

16

18

20

Special Education StudentsDisaggregated

LS ES LSS

11

CHANGES

• We have allocated more staff to decrease class size

• We have allocated a special education teacher

• We are providing psychological services to the school

12

Problem: Student Transition

UNKNOWN

MOVED FR

OM DIST - W

HEREA

BOUTS UNKNOW

N

JUVEN

ILE RES

FACILIT

Y

WITH

DRAWN TO

CHARTER SC

HOOL

ADULT INCARCER

ATION FA

CILITY

GRADUATED- 1

2th grad

e only

WITH

DRAWN TO

APS OR ASE

S

Return

to neig

hborhood sc

hool

Moved fr

om Dist - t

o another

State

or Country

0

20

40

60

80

100

120

Student Exit

Student Exit

13

Preferences around access to your CSPR data:

How can NDTAC best support your data use?

14

Current/Previous methods for accessing Title I, Part D data

• ED Data express (ED website)• CSPR pdf files (ED website)• State and National Fast Facts (NDTAC site)• Annual Performance reports, overviews, profiles

(NDTAC site)

15

ED Data Express (ED website)

16

CSPR PDF Files (ED website)

17

State and National Fast Facts (NDTAC site)

18

Annual Performance Reports, Overviews, Profiles (NDTAC site)

19

Polling question: Current/Previous methods for accessing Title I, Part D data

1. Which methods of accessing Title I, Part D data do you use?• ED Data express (ED website)• CSPR pdf files (ED website)• State and National Fast Facts (NDTAC site)• Annual Performance reports, overviews, profiles

(NDTAC site)

20

Changes in Fast Facts for SY 2012–13

ED is dedicated to ensuring student privacy and data suppression rules for CSPR data have changed over the past year. • Due to these changes the academic and

vocational outcomes and math and reading data will not be available on NDTAC’s Fast Facts pages starting in SY 2012–13

• Given the other ED venues for accessing data, we are interested in hearing what, if any, needs you have in accessing your data

21

Discussion about data access needs

• Are you able to access your “raw data” from your data system?

• What do you want to be able to do with your data?

• How do you use it now? How do you want to be able to use it?

22

Polling questions: Assistance needed

2. What assistance do you need?• Access to the data itself so I can “dig into it” (as

in a spreadsheet)• Assistance in analyzing the data (workbook of

some sort)• Pre-prepared graphics to share with others (like

a FF page/handout)

23

Program or State level

Is it useful to have your state’s data broken out by program type (e.g., juvenile corrections, juvenile detention, adult corrections, etc.)?• Yes, I like to analyze my data by program type• No, I prefer to see my state data combined

24

Example of State level data

25

Example of program level data

26

Polling Question: Program or State level

3. Is it useful to have your state’s data broken out by program type (e.g., juvenile corrections, juvenile detention, adult corrections, etc.)?• Yes, I like to analyze my data by program type• No, I prefer to see my state data combined

27

Longitudinal Comparison

Is it useful to see the data across multiple years to compare progress over time?*• Yes, it is useful to see progress over time • No, I just need this year’s data*Note changes in data collection may make some longitudinal comparisons not comparable

28

Example of Longitudinal Comparison

29

Example of this Year’s Data

30

Longitudinal Comparison

4. Is it useful to see the data across multiple years to compare progress over time?*• Yes, it is useful to see progress over time • No, I just need this year’s data*Note changes in data collection may make some longitudinal comparisons not comparable

31

National Comparison

Is it useful to see your state’s data compared to the national data?• Yes, it is useful to see how I compare to the

national data• No, I just need my state’s data

32

Example of National Comparison

33

Example of state data

34

National Comparison

5. Is it useful to see your state’s data compared to the national data?• Yes, it is useful to see how I compare to the

national data• No, I just need my state’s data

35

Polling question: Additional Comments

6. Please write any additional comments around access to CSPR data.**Comments will not be broadcast to the group

36

Future calls in this topical call series on improving data quality and use

Potential topics to cover in future calls:• Special education (IDEA) data in the CSPR• Pre- and posttesting of long-term students• Tracking students after they exit

Polling question:

7. What topics around improving data quality and use are you interested in learning more about?