2013 MIS Conference 1

TRAINING LOCAL STAKEHOLDERS TO USE THE LDS

Thursday, February 14, 11:30 AM

Facilitator: Robin Taylor (SST) Panelists: Justin Katahira, State of Hawaii Department of EducationRobert Swiggum, Georgia Department of EducationSteve Garner, Delaware Department of Education

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HAWAII

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

HIDOE CONTEXT

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

KEYS

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CHALLENGES

• Lack of alignment• Lack of human resources• Too many requests• Teachers and principals too busy• Lack of basic data literacy

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• 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)

BENEFITS

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GEORGIA

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• Our stakeholders are:o Teacherso Administratorso Studentso Parentso Legislatorso Other state agencies (juvenile justice, foster care, juvenile courts,

department of health)o Other education institutions (university system, technical colleges,

professional standards commission, student finance commission, early childhood education)

o Non-profit organizations (United Way, Girl Scouts, Boy Scouts, Boys & Girls Club)

• Types of training provided:o Face-to-faceo Train the trainero Online moduleso Training manualso Online videoso Best practiceso Website with self-help tools

GEORGIA’S LDS IS A STATEWIDE SYSTEM CONTAINING SIX YEARS OF LONGITUDINAL DATA ON 1.8MM STUDENTS

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• 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

VALUE OF TRAINING TO THE DISTRICTS IN GEORGIA

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High adoption rate by districts of the system, which is the platform for the delivery of all state tools

VALUE OF TRAINING TO THE STATE OF GEORGIA

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DELAWARE

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• 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).

CONTEXT: DELAWARE’S LDS• Delaware has used unique student

identification numbers for over 20 years.

• LDS consists of the following components:o Student Demographic Data (20+ years)o Enrollment Data (20+ years)o Statewide Assessment Data (DSTP/DCAS, AP,

SAT, PSAT, 20+ years)o Local Assessment Data such as DIBELS (1+

years)o Staff Data (10+ years)o Discipline Data (12+ years)o Course Data (secondary 14+ years vs.

elementary 1 year)o Attendance Data (14+ years)o Course Grade/Transcript Data (14+ years)o Facilities Data (school codes, 20+ years)

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• 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? o Data on Dashboard: 9-11-12 to 10-5-12o First Year Target of 25,000 visits vs. 1,427 visitso First Year Target of 3,100 unique visitors vs. 1305

visitors

DELAWARE’S APPROACH TO TRAINING LOCAL STAKEHOLDERS (AKA)

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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

VALUE TO THE DELAWARE DEPARTMENT OF EDUCATION (DDOE)

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• 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

VALUE TO SCHOOL DISTRICTS AND CHARTER SCHOOLS

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Contact information:Justin Katahira, Justin_Katahira/SUPT/HIDOE@notes.k12.hi.usBob Swiggum, RSwiggum@doe.k12.ga.us Steve Garner, steve.garner@DOE.K12.DE.USRobin Taylor, robin.taylor@sst.slds.org

CONTACTS AND ADDITIONAL RESOURCES

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