1. 1 Topical Call Series: Improving Data Quality and Use Improving Data Use Wednesday, November 19, 2014

2. 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. 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. 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. 5 Examples of data use: Kenya Haynes (Wyoming) CSPR Monitoring Data State Data Drill Down

6. 6 Example of using data to change budgeting decisions

7. 7 PROBLEM Ensuring that our students receive adequate resources to meet their social, emotional, and educational needs.

8. 8 Are we providing our schools the right level of funding?

9. 9 Are we providing them with the appropriate guidance regarding staffing?

10. 10 How are we helping to guide supplemental program or staffing support?

11. 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. 12 Problem: Student Transition

13. 13 Preferences around access to your CSPR data: How can NDTAC best support your data use?

14. 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. 15 ED Data Express (ED website)

16. 16 CSPR PDF Files (ED website)

17. 17 State and National Fast Facts (NDTAC site)

18. 18 Annual Performance Reports, Overviews, Profiles (NDTAC site)

19. 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. 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. 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. 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. 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. 24 Example of State level data

25. 25 Example of program level data

26. 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. 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. 28 Example of Longitudinal Comparison

29. 29 Example of this Year’s Data

30. 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. 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. 32 Example of National Comparison

33. 33 Example of state data

34. 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. 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. 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?