South Carolina Statewide Longitudinal Data System Project What Does the Netflix® Model Have To Do With Teaching? South Carolina Longitudinal Information Center for Education SLICE 1

Statewide Longitudinal Data System (SLDS) What do we know about Netflix? Or Amazon.con? Easy to use! Makes recommendations. Uses history, information, data to help make recommendations.

Statewide Longitudinal Data System (SLDS) The South Carolina Department of Education (SCDE) has been awarded an SLDS grant in 2010 to help the state’s educators improve student achievement, teacher performance, and school quality. This grant provides American Recovery and Reinvestment Act (ARRA) funds for expanding a statewide longitudinal data system to support instruction and learning across the pre-kindergarten to postsecondary education spectrum.

Preschool through grade 12 education and postsecondary education Federal requirements for an effective SLDS include 12 data system elements identified in the America COMPETES Act: Preschool through grade 12 education and postsecondary education A unique statewide student identifier that does not permit a student to be individually identified by users of the system; Student-level enrollment, demographic, and program participation information; Student-level information about the points at which students exit, transfer in, transfer out, drop out, or complete P-16 education programs; The capacity to communicate with higher education data systems; and A State data audit system assessing data quality, validity, and reliability.

Preschool through grade 12 education Federal requirements for an effective SLDS include 12 data system elements identified in the America COMPETES Act: Preschool through grade 12 education Yearly test records of individual students with respect to assessments under NCLB/ESEA; Information on students not tested by grade and subject; A teacher identifier system with the ability to match teachers to students; Student-level transcript information, including information on courses completed and grades earned; and Student-level college readiness test scores. Information regarding the extent to which students transition successfully from secondary school to postsecondary education, including whether students enroll in remedial coursework; and Other information determined necessary to address alignment and adequate preparation for success in postsecondary education.

America COMPETES Act Elements to Capture in the 2009 SLDS Grant: America COMPETES Act data elements not yet satisfied by South Carolina : Information regarding the extent to which students transition successfully from secondary school to postsecondary education, including whether students enroll in remedial coursework; and Other information determined necessary to address alignment and adequate preparation for success in postsecondary education. Elements 11 and 12 will be satisfied upon completion of Outcomes #2 and #3 of the SLDS grant.

Statewide Longitudinal Data System Project Outcomes OC1 Establish data governance structures; OC2 Incorporate P-20 data; OC3 Expand interfaces to the SLDS; OC4 Integrate educator data (DEQL); OC5 Implement data quality controls; OC6 Integrate assessment data; OC7 Implement a unique program identification numbering system; OC8 Implement a statewide curriculum management system (CMS and Recommender System); OC9 Implement a unique educator identifier; and OC10 Provide accessible training for all stakeholder groups.

OC1 Data Governance Establish a data governance structure to create and implement policies, regulations and data sharing agreements Develop a data governance manual that provides guidelines for policy, stakeholder and application level data governance. SLDS Data Governance Manual

South Carolina Data Governance Policy Data Governance Policies, Laws, Budgets Stakeholder Data Governance Data integration, data de-identification, advocacy for policy change and reform Application Data Governance Data stewardship, rules definition and maintenance, application policy, procedure and reporting, system infrastructure and security

Policy Level Data Governance

Stakeholder Level Data Governance

OC2 P-20 Data Student data from Pre-K through college and into the workforce Share whether the student is enrolled in remedial coursework Share data to show success in postsecondary education Link Educator Identifier to Higher Education Engage National Student Clearinghouse Exchange student data with Department of Employment and Workforce Reports for the military Provide Unique ID for Pre-K children not yet entered into the school system Identify/Track at-risk indicators for Pre-K children

OC3 Expand Interfaces to SLDS SLICE, the South Carolina Longitudinal Information Center for Education electronic data warehouse Initially developed with the 2006 SLDS grant Completed platform enhancements first phase of SLDS 2009 From single server to an eleven server farm Software upgraded from SharePoint 2007 to 2010 Data converted from SASI to PowerSchool Enhancement to move users from Novell eDirectory to Windows Active Directory

SLICE Server Farm

OC3 Expand Interfaces to SLDS Integrate SLICE with Higher Ed Integrate SLICE with Early Childhood Integrate SLICE with Common Core Standards Integrate SLICE with Office of Research and Statistics – multiple agency databases

SLDS Connectivity Diagram

OC4 Integrate Educator Data (DEQL) Integrate data from the Educator Quality and Leadership database with the SLICE data warehouse Critical link to Educator ID OC9 DEQL Data Sources to be analyzed Certification (HE) Issue – should Highly Qualified be included? ADEPT – Assisting Developing Evaluating Performance of Teachers (HE) Principal ADEPP School Leadership Professional Development Mentoring

OC5 Implement Data Quality Controls Implement front-end edits in the current student information system (SIS) Implement data quality within SIS, PowerSchool Validate data entries are complete, correct and meaningful for analyses Include error-trapping for essential data elements Develop data quality standards for sharing data across agencies and disparate databases Provide data quality training for IT staff and data clerks in all districts

OC6 Integrate Assessment Data Implement an Assessment Management solution Sources other than the statewide K–12 assessment management system Include data to facilitate teacher planning and foster differentiated instruction Implement statewide Provide a statewide summary view (all offices/districts) Provide through a statewide bid request for the Enrich Assess solution (formerly Testview)

OC7 Implement a Unique Program ID Program ID solution that ties programs to educators and students Educator assessment of student progress Implement using similar model to the current course coding (activity coding system) Code comprised of state and local district components Unique Program ID White Paper

OC9 Implement Unique Educator Identifier Implement an Educator ID solution that ties together data between the educator, student, courses and programs. Link teachers to student performance Identify teacher-of-record in all courses for each student; Inform education decisions, instructional strategies, and staff development needs; Determine teacher effectiveness/impact on student performance Unique Educator ID White Paper

OC8 Implement a Statewide Curriculum Management System (CMS) Inform teachers regarding students within their classrooms Standards and objectives mastered/not mastered Results from state assessments/diagnostic tests Successful instructional activities/resources utilized Identify students with similar characteristics Identify other teachers statewide who have had success Improve student performance Inform teachers of specific student needs Recommend instructional programs and teacher interventions

Academic Resources Concept Screen Educator Role/Interface Logout You are logged in as: Sallie Ann Jones April 15, 2010 YOUR OPTIONS PowerSchool CMS >> Your Lesson Plans Your Curriculum Your ePortfolio Your Credential Other Resources For Jonathan Academic Status >> Alerts Health Grades Attendance Discipline Test Data eIGP Query Data Student SLICE Student: Jonathan Alan Wallington ID: A3492K0013 Grade: 5 Parent/Guardian: Edward J. Wallington Phone: 803-555-5187 123 Nice Wooded Place Cell: 803-999-4307 Columbia, SC 29200 Emergency: 803-999-4307 ACADEMIC PROGRESS For objectives you recently assessed or that are in your current lesson planning folder, Jonathan Alan Wallington has successfully completed: xxxxxxxxxxxxxxxxxxx yyyyyyyyyyyyyy zzzzzzzzzzzzzzzzzzzzzzzzzzzz Jonathan Alan Wallington has not successfully completed: aaaaaaaaaaaaaa bbbbbbbbbbbbbbbbbbbbbbbbbbbbb ccccccccccccccccccccccc At Risk N Details ACADEMIC RESOURCES Students like Jonathan Alan Wallington were successful in using the following resources in the areas shown above: mmmmmmmmmmmmmmmmm (Add) nnnnnnnnnnnnnnnnnnnn (Add) The following teachers have had success in helping students like Jonathan Alan Wallington: Margaret Wilson James Eiger YOUR SIMILAR STUDENTS The following students in YOUR classes are currently like Jonathan Alan Wallington: Kendra Marie Elderby Sandra Jane Fisher Martin James Harris Laron Willis Nations ACADEMIC GROWTH The following chart indicates the current academic growth based on anticipated/expected growth for 1.83 ELA Math Science Soc Studies Palmetto Trace Elementary School Recommender System The information in Academic Resources and Your Similar Students is part of the ANALYSIS of data – which in our “Netflix model” is part of the infrastructure – part of what the data system provides to the end user/educator. Based on longitudinal analyses of previous years’ assessment results and relating those results to previous STUDENTS LIKE JONATHAN and to the ACADEMIC STANDARDS, the SLDS can recommend learning resources that have worked with students like Jonathan in the past. The system can also identify teachers whose students like Jonathan have done well with regard to the given academic standards – including contact information so that collaboration can be facilitated. The system will also identify other students like Jonathan in the teacher’s class so group learning activities might be planned. Given this information in this format, teachers and other educators can go straight to work with students instead of spending so much time doing analysis of the data before being able to go to work. Students like Jonathan were successful using the following resources in the areas shown…

Student Potential Performance Snapshot

OC10 Provide Accessible Training Implement a training program for all stakeholder groups Addresses all outcomes of SLDS Addresses the Seven A’s - Acquisition, Access, Analysis, Application, Assessment, Action, Advancement Implement a training solution that utilizes SharePoint

Making Data Useable and Useful The Seven A’s: Making Data Useable and Useful { Advancement Assessment Application Analysis Access Awareness Acquisition Information Most Work } The Seven A’s show the flow of the data though the education reform process. The first three are INFRASTRUCTURE and should be provided as part of the data system. ANALYSIS is where the hard work takes place – this is what teachers and leaders have to spend a lot of time doing with the data in order to inform their decisions for each student. The last three involve DOING SOMETHING with the information from the analyses. Those create new data that must be captured/acquired by the system and added to the data available for more analysis. WHAT WE WANT TO DO IS MAKE *ANALYSIS* PART OF THE INFRASTRUCTURE – so educators can go straight to work instead of having to do so much work in the analysis stage. If the system can do the analyses and provide the necessary information, then educators can go to work with students instead of doing data. Infrastructure

The Big Picture (The SLDS Sandwich) Data Governance: Policies and Security Unique ID Systems Instructional Programs SIS: Students Teachers Courses Classes Behavior Grades More Educator Data: Teachers Evaluations Credentials Schedules Staff Development SLDS: Common Data Standards Data and Queries Unique Student ID Unique Educator ID Unique Program ID SIS Assessments De-Identified Indices Higher Education: Student Readiness Teacher Preparation Reporting Research Curriculum Management System: Curriculum Content Standards Assessments Statewide Longitudinal Data System The SLDS “sandwich” with data governance and training sandwiching the major data components and access. The SIS (student information system), the curriculum management system, and the assessment management system (Testview) are the key internal data sources. Educator data, higher ed data, and workforce data are the key external data sources. Unique ID systems and the instructional programs add value to and help link the major data sets. Interfaces (portals) to the data provides specific access and rights to the major stakeholders. Workforce Agencies: Student Readiness Business Partners Armed Forces Reporting Research Assessment Management System: Assessment Results Links to Other Student Data Academic Plans Public Interface Parent and Student Interface Research and Policy Interface Educator Interface Training and Technical Assistance (The Seven A’s): Acquisition, Access, Analysis, Application, Assessment, Action, and Advancement

Program Effectiveness Educator Effectiveness Unique Student ID Unique Educator ID Unique Program ID SIS Student Information System Common Core Standards SC Curriculum Stds S3 Curriculum A5 Curriculum Local Curriculum Other Curriculum Other Standards At-Risk Factors AMS Assessment Management System CMS Curriculum Management System PASS/PACT HSAP EOCEP SAT/ACT MAP/Formatives Local Common Core Instructional Materials and Resources Effective Schools Instructional Planning Lesson Planning CMS (the curriculum management system) is the heart and soul of the SLDS. Above the horizontal center are the “inputs” – data that are part of the system informing the CMS about patterns and performance. Below the horizontal center are the “outputs” – information that can be used by teachers and other educators to guide instruction and learning, including assessments of learning that lead to measures of student performance – which are then related to program effectiveness and educator effectiveness. Educators access all the SLDS data through CMS. Learning Activities Learning Assessments Program Effectiveness Student Performance Educator Effectiveness Educators Green=Educator Distribution Blue=Standards/Assessments Yellow=Turn Around Schools Red=Data Systems

Data to Support Reform Data Systems Support All Areas of Reform South Carolina’s Longitudinal Education Data System to Support Education Reform Efforts Effective Teachers and Leaders ◘ Rigorous Standards and Assessments Action Shared Data Action Specific Information Specific Information Data Common to All Shared Data Shared Data ◘ ◘ If the data systems do the analytics for the educational decision-makers, those decision-makers can ge more done directly with the students. In effect, specific educational programs can be targeted directly to student needs. That means that students have the “opportunity” to learn exactly what they need rather than having just the “possibility” of learning it from a broader presentation of resources. In addition to being more effective in creating learning, the opportunities will be more efficient and will result in more time for students to learn more things during a school year. Thus, students can gain more in a year than a year’s worth of learning. Data systems must integrate all the efforts at reform, inform instruction and learning, and make the entire process more effective and efficient. Everyone wins if those efforts are successful. Specific Information Data Systems to Support Instruction and Learning (SLDS) Action Turning Around Struggling Schools ◘ = Collaboration Data Systems Support All Areas of Reform

Tom Olson Information Technology Manager tolson@ed.sc.gov 803-734-8174 Deb Huggins SLDS Project Director Donna Moran SLICE Project Manager South Carolina SLDS Webpage