New Data Coordinator Training – Part 2

Best Practices for Managing and Using Data

Copyright © 2010, FCMAT/California School Information Services

Oct. 27, 2010

Best Practices for Managing and Using Data, v1.2, 20101027 2

Agenda

Introductions Objectives Context for Data Management Review Data Quality and Auditing Data Security and Confidentiality Using and Relying on Data Resources and Support

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Introductions

Name Local Educational Agency Title/Job Responsibilities How long in position Size of LEA Grade Levels Special Populations Reason for attending

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Objectives

Understanding of :

Factors affecting data quality

Data security and confidentiality issues

Data use and reporting considerations

Data resources and support

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Context for Data Management Review

Statewide Education Systems Statewide Identifiers

SSID SEID

Organizational Support Leadership Support Data Management Teams

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Concepts for Data Management Review

Key Concepts Data Management Data Elements Anomaly Academic Performance Index (API) Adequate Yearly Progress (AYP) Program Improvement (PI)

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Student System

Student System

School Site Data Entry

School Site Data Entry

HRHR

CALPADS

FEDS

Data Entry/Local Systems of Record

SpecialEd

SpecialEd

StateTestin

g

Local Education Agency

Local Use

Local Use

Food Service

Food Service

COMMUNITY

COLLEGES/UNIVERSITIES

FinancialSystem

FinancialSystem

The Flow of Education Data

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Needs Assessment

Based on the results, what areas would you like to focus on?

What resources would you need? How much time would it take? Who should be included?

Data Quality

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Key Concepts

SYSTEMS OF RECORDSYSTEMS OF RECORD

STUDENTSYSTEM

Student NameAddress

Gender - EthnicityBirth date

Parent Info

Disability CodesIEP Info – Services

Student NameGender – Ethnicity

Birth date

SPECIALEDUCATIONTEACHER INFO

NAMEEXPERIENCE

CREDENTIALS

HUMANRESOURCES

FOODSERVICES

FREE/REDUCED INFO

STUDENT NAMEADDRESS

PARENT INFO

Special EdStaff

Special EdStaff

HR StaffHR Staff

Food Service Staff

Food Service Staff

School Site Staff

School Site Staff

DATA STEWARDSDATA STEWARDS

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Ensuring Data Quality

Establish Standards Evaluate Local and State Requirements Designate Data Stewards Adopt State Codes

Promote Efficiency• Identify System of Record• Collect data as a part of regular operations• Reduce redundancies by linking data systems

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Ensuring Data Quality

Data Entry Practices and Environment

Allow time for data entry

Evaluate work spaces

Review forms

Consider short-term mitigations

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Tools to Support Data Quality Document Systems and Processes Conduct Training Establish Support Structure Use Data Collection and Reporting Calendars

Ensuring Data Quality

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Ensuring Data Quality

Data Auditing Analysis of Findings Error Determination or Exception Error Replication Sources of errors and sources of correct data Notify appropriate staff of errors detected and

how they will be corrected Correction of problems

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Auditing Data Using Excel

Excel Examples Text Import Filtering VLookup

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Best Practices for Ensuring Data Quality

Establish data entry standards and expectations

Provide staff development for all involved in data collection, reporting and analysis

Documentation and/or other support tools are available

Staff know how to get assistance

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Best Practices for Ensuring Data Quality

Site staff understand the purpose of the information requested and understand the link to instructional programs and reporting requirements

Staff have appropriate work spaces and time to complete required data entry

Data management team establishes and maintains data collection and reporting calendar

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Data Security and Confidentiality

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Data Security

Security and Confidentiality Data Access

Passwords Physical Environment Staff Development – User Training Security Settings

Data-Breach Procedures Monitor Logs Incident Response Plan

Disaster Recovery Plan Rotation Off Site Storage

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Data ConfidentialityLegislation

FERPA Regulations (Family Educational Rights and Privacy Act)

Protects the privacy of student education recordswww.ed.gov/policy/gen/guid/fpco/ferpa/index.html

Non-Confidential Data Elements Parent Notification Opt-out of Directory Information Release Military Release Sharing SSIDs Confidential Data Elements (next slide)

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Data Confidentiality

Confidential Data Elements Social Security Number Student health information Discipline information Lunch status (free or reduced) Socioeconomic status Title I status IEP status and details Individual assessment results and course grades Migrant status, homeless status Medicaid status Other elements parents request to exclude from directory

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Data ConfidentialityLegislation (cont)

HIPAA (Health Insurance Portability and Accountability Act)

Protects the privacy of individual’s health information www.hrsa.gov/hipaa.htm

FERPA takes precedence in any conflict between FERPA and HIPAA regulations in a K-12 setting

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Data Release Procedures

Snooping Social Engineering Data release procedure/protocols

Log requests Approval process

Board Policies Faxing E-mail

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Best Practices for Security and Confidentiality

Protect the physical and electronic security of data

Train staff on the importance of data privacy

Establish procedures for the release of data

Establish board policies for sharing confidential information

Review the FERPA and HIPAA regulations

Establish procedures for responding to data breaches

Develop a disaster recovery plan

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Using and Relying on Data

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Student System

Student System

School Site Data Entry

School Site Data Entry

HRHR

CALPADS

FEDS

Data Entry/Local Systems of Record

SpecialEd

SpecialEd

StateTestin

g

Local Education Agency

Local UseLocal UseFood

Service

Food Service

CSIS

COMMUNITY

COLLEGES/UNIVERSITIES

FinancialSystem

FinancialSystem

The Flow of Education Data

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Fundamentals of Using Data

Leveraging a Valuable Resource Reinforcing Culture of Quality & Continuous

Improvement Guiding Decision-Making

Setting and Supporting District Goals

Analyzing Performance Evaluation Accountability

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Local Audiences for Data Reporting

District administrators and boards of education District vs. County vs. State

School administrators and teaching staff Aggregate Data Individual Student-Level Data

Parents School Performance Student Achievement

Students Individual Performance

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Sample Data Views

School Site Administrators / Teachers

Aggregate Data

School-wide, Departmental, Grade Level and Classroom Summaries

Subgroups

Intervention Programs

Individual Student-Level Data

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Student System

Student System

School Site Data Entry

School Site Data Entry

HRHR

CALPADS

FEDS

Data Entry/Local Systems of Record

SpecialEd

SpecialEd

StateTestin

g

Local Education Agency

Local Use

Local Use

Food Service

Food Service

CSIS

COMMUNITYCBEDS-OPUS

COLLEGES/UNIVERSITIES

FinancialSystem

FinancialSystem

The Flow of Education Data

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Using and Relying Upon Data, Slide 31

Local Education Agency

Local UseLocal Use

Student System

Student System

Optional

Local Data System

Local Data System

ContinuousImprovement

Cycle

GeneratingReports

GeneratingReports

AdditionalData

Collection

AdditionalData

Collection

InstructionalProgram

Decisions

InstructionalProgram

Decisions

DataAnalysis

DataAnalysis

Interventions /Implementation

Interventions /Implementation

LocalAssessments

LocalAssessments

Making Local Instructional Decisions

Professional Learning Communities

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Sample Data Views

District Administrators/ Boards of Education

API/AYP

Similar Schools

Local Priorities

Board and District Goals

Departmental Goals

Continuous Improvement Cycle

PresentState

Transformational Planning

Analysis of Present State

Transition to new state

Adapted from the Full Guide Center for Research on Evaluation, Standards & Student Testing

Implement PlansCollect data for monitoring &

evaluation

Identify what we know

Identify available data

Analyze and rework

Communication

Build consensus and make decisions

Communication

Prioritize needs and options

Data analysis and interpretation

Targeted data collection

OK

Identify desired results

Develop targeted plan

Identify resources

Identify interventions

Create monitoring & evaluation plan

COMMUNICATION

33

34

Continuous Improvement Cycle

PresentState

Transformational Planning

Analysis of Present State

Transition to new state

Implement PlansCollect data for monitoring &

evaluation

Identify what we know

Identify available data

Analyze and rework

Communication

Build consensus and make decisions

Communication

Prioritize needs and options

Data analysis and interpretation

Targeted data collection

OK

Identify desired results

Develop targeted plan

Identify resources

Identify interventions

Create monitoring & evaluation plan

COMMUNICATION

Adapted from the Full Guide Center for Research on Evaluation, Standards & Student Testing

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Components for Data Reporting and Analysis

Infrastructure is in place to support data collection and analysis

Data is of high quality

All staff have access to needed data

Reporting tools support data analysis

Staff have requisite skills to use and interpret data

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Design Considerations

Organize the data set to group, prioritize and sequence

Choose the best method of display depending on message you intend to convey

Highlight those data that are most important to the message you are trying to communicate

Remove anything the visually distracts from the data

Avoid bright colors, use lowly saturated natural colors

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Design Considerations

Samples of reports for different audiences Board Summary School level report Class Student

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Data Presentation

Web ResourcesDataQuesthttp://data1.cde.ca.gov/dataquest/

Ed-Datahttp://www.ed-data.k12.ca.us

Educational Results Partnership (formerly Just for the Kids)

http://edresults.org/

Santa Clara County Office of Educationhttp://www.sccoe.org/schoolplan/

Kidsdata.org

http://www.kidsdata.org/

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Best Practices for Using and Relying on Data

Data/information systems are: a valuable organizational resource used to create a common understanding, to set

goals and to measure progress

Staff are: aware of what data and tools are available trained in the use of data and analysis

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Best Practices for Using and Relying on Data

Infrastructure is in place to support the use of data All schools use the same SIS and can be integrated at the

district level Data from supporting systems can be integrated and

aggregated

Data are regularly reviewed in a continuous improvement cycle to guide decision-making

Data is used to inform and identify opportunities

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Resources

CETPA http://www.cetpa-k12.org/

TechSets http://www.techsets.org/

Vendors and User Groups http://www.csis.k12.ca.us/vendor-matrix.asp

CSIS http://www.csis.k12.ca.us/services/services-training/

default.asp

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Resources

Microsoft Excel and Graphic Design Support http://office.microsoft.com/en-us/excel/default.aspx

Design Considerations Few, Stephen. Show Me the Numbers: Designing Tables

and Graphs to Enlighten, Oakland, CA: Analytics Press, 2004

Tufte, Edward. The Visual Display of Quantitative Information, Cheshire, CT: Graphics Press, 2001

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Summary

Context for Data Management Review Data Quality and Auditing Data Security and Confidentiality Using and Relying on Data Resources and Support

Please Complete Our Survey

http://www.csis.k12.ca.us/survey/calpads-training/

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