SLDS & CTE: Challenges, Progress & Outcomes Tuesday, November 15 , 2011 Matt Koerner (MD)
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SLDS & CTE: Challenges, Progress & Outcomes
Tuesday, November 15, 2011
Matt Koerner (MD)Jill Kroll (MI)
Matt Hastings (NE)
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CTE in the MLDSProgress, Plans, and Challenges
Matthew KoernerCTE Accountability Specialist
Maryland State Department of Education
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Progress• Initial phases of CTE incorporation
– Data modeling– Initial development– Awareness of CTE role in education data
• Show up at the meeting and contribute– Pre-graduate survey data (placement plans)– Post high school placement data– Data exchange agreements
• Use existing/ planned LDS projects– Course level data collection– Common course coding
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Plans• Phase One:
– Existing Data Warehousing– Verification of Approved Program/ Course Enrollment
• Phase Two:– Reporting Requirements/ Dashboard Development– Pilot CTE data collection through MLDS
• Phase Three:– MLDS connection to workforce and post-secondary placement
• Phase Four:– Cease CTE specific secondary data collections (Goal)– Real-time student and program support dashboards
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Challenges
• Not all CTE elements in local school system student information systems: TSA.
• Reduction of SSN reporting since institution of SASID
• Workforce/ Department of Labor (tbd)• Postsecondary CTE Data (level)
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Michigan
• SLDS to be implemented in 3 phases
• Currently in phase 2 – includes CTE
• CTE-specific data elements collected through CTE Information System– linked using student Unique Identification
Code
• CTE data elements to be stored in SLDS
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Michigan
Progress:– Have identified method for transferring CTE data
elements to SLDS– Still identifying which CTE data should be stored
in SLDS
Challenges:– Getting input from CTE educators on data needs– Data definitions vary across federal reports
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Michigan
Strategies to address Challenges– CTE Research and Data Use Committee– State conference round table discussions
Main data needs identified to date:– Access to other K-12 education data by student– Postsecondary data for student– Information on CTE programs– Ability to make comparisons– All data in one place
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SLDS and CTE in Nebraska:Progress, Challenges & Outcomes
Matt HastingsNebraska Department of Education
SLDS P-20W Best Practices ConferenceNovember 15, 2011
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Progress
• Implemented a two phase approach:– Phase I –Unique student identification
(postsecondary addition)– Phase II – SLDS file specifications, data upload
• Postsecondary Enrollment & Academic Awards– No CTE specific files
• Data governance and administrative efforts:– SLDS charter development, adoption
• Implications for program reporting, evaluation
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Challenges
• Program expertise vs. data expertise– Beyond accountability – considering evaluation
• Data element operationalization– Leverage IPEDS timelines, definitions
• Ultimately… data access, reporting, etc.• Program reporting – Perkins Accountability• Public vs. private postsecondary involvement• Connecting to workforce data
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Outcomes
• Phase I and Phase II complete• Uniform unique student identification
– This alone provides for substantial gains in longitudinal education evaluation
• Functional administrative structure relative to statewide longitudinal education data
• Lingering questions regarding SLDS use, potential misuse, effectiveness, and costs
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For more information, please contact:
Matt HastingsNebraska Department of Education
301 Centennial Mall South · P.O. Box 94987Lincoln, NE 68509-4987
Phone: 402-471-3104 · Fax: 402-471-4565Email: [email protected]
Website: http://www.education.ne.gov/NCE/DRAW/index.html
NE Postsecondary File Specifications Document: http://www.education.ne.gov/nssrs/docs/POSTSECONDARY_1_1_0.pdf
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Contact Info and Resources:Matt Koerner, [email protected]
Jill Kroll, [email protected]
Matt Hastings, [email protected]
To Request SST Support: Fill out a TA Request
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