Archived Resources

Presenters revisited the connections (improvement strategies, data sets, program evaluation) across several of the IDEA Part B Indicators–the gist of RDA–with a particular focus on the indicators most closely related to secondary students.

Staff beginning a data integration effort within their state must first establish a clear purpose for integration. Focusing on the first step of integration during this session, CIID staff helped participants refine the purpose and use case for integrating their data. Also, participants used the CIID Data Integration Toolkit to develop a plan to ensure key stakeholder understanding of the purpose for, and improve their support of, data integration efforts in the state.

The presentation reviews OSEP’s requirements for the evaluation of the SSIP.

Panel participants included staff from the DQC and the Georgia Department of Education. DQC staff discussed the role of education data and the opportunity to go beyond compliance, the need for focusing on policy priorities, and new opportunities the Every Student Succeeds Act presents. Georgia Department of Education staff shared their story about how the state has built a culture of data use from state-level infrastructure development to getting the data into the hands of teachers who are using the data to have a positive impact on improving student results.

This presentation provided information that would allow participants to increase their knowledge of what constitutes high-quality data, how to improve processes for collecting high-quality data, and the use of high-quality data for measuring program effectiveness.

The presentation explores four rubrics stakeholders developed that identify levels and depths of engagement of stakeholders.

Findings from IDC’s white paper and interviews of select states revealed that LEAs are responsible for determining LRE and implementation and monitoring of IEPs in online environments. Presentation of findings were followed by a panel discussion of states and LEAs to discuss key problems of practice and needs for resources that IDC can develop to support greater understanding of implications of online learning for SWDs and the relationship to high-quality data.