K-12 Data Governance Group

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K-12 Data Governance Group

Association of Washington School Principals

1021 8

th

Ave S.E., Olympia

August 20, 2009

1:30 pm – 4:00 pm

1:30 pm

1) Welcome, introductions, and updates

- CEDARS Implementation

1:40 pm

2) Panel discussion of the data and information needs of principals

- Phil Brockman - Ballard High School, Seattle

- Sue Corey - Esquire Hills Elementary, Central Kitsap

- Scott Seaman - Tumwater High School, Tumwater

2:40 pm

3) Break

2:50 pm

4) Data Governance in other States – Corey Chatis, Gates Foundation

3:40 pm

5) Committee Business

- Discuss draft Gap Analysis RFP

.. Process for identifying “Policy and Research Questions”

- Establish subcommittee to provide operating rules and the governance

structure for K-12 data collections

3:55 pm

6) Upcoming meetings

4:00 pm

7) Adjourn

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O F F I C E O F S U P E R I N T E N D E N T O F P U B L I C I N S T R U C T I O N

The Office of Superintendent of Public Instruction is an equal opportunity employer. We strive to create a working environment that includes and respects cultural, racial, ethnic, sexual orientation and gender identity diversity. Women, racial and ethnic minorities, persons with disabilities, persons more than 40 years of age, disabled and Vietnam era veterans and people of all sexual orientations and gender identities are encouraged to apply. Persons needing accommodation in the application process or this announcement in an alternative format may contact the human resource consultant listed in “Application Process.”

E X E M P T J O B A N N O U N C E M E N T

Data Governance Coordinator

Opens August 5, 2009~ Initial Screenings Begin August 13, 2009

The Washington State Office of Superintendent of Public Instruction

(OSPI) is seeking a visionary and dynamic leader to join the OSPI team

as the agency’s

Data Governance Coordinator

. This full-time position

is based in Olympia, Washington. Interested candidates are encouraged

to visit the OSPI website (www.k12.wa.us) to gain insight into the

agency’s duties and responsibilities.

OSPI Mission and Vision

In collaboration with educators, students, families, local communities,

business, labor, and government partners, the Office of Superintendent of

Public Instruction leads, supports, and oversees K-12 education, ensuring

the success of all learners. Washington’s education system prepares each

student to live, learn and work as productive citizens in the 21

st

century.

Position Overview

The Data Governance Coordinator at OSPI will be responsible for

leading a team of fiscal, student, and educator data stewards, data

analysts, contractor’s and staff from the agency’s information technology

department to expand and continually improve the agency’s internal and

external data and reporting systems as directed by the superintendent and

his leadership team.

Randy I. Dorn

State Superintendent

Human Resources:

(360) 725-6270 (M)

(360) 664-0567 (Fax)

OSPI Web site:

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Role

The individual will lead an internal team of data stewards, analysts, and IT staff to collaboratively implement

the requirements of HB 2261 (2009 Session) and other OSPI data and reporting initiatives, including to:

• Identify and periodically review the critical research and policy questions that need to be addressed by the

K-12 education data system.

• Define the operating rules and governance structure for K-12 data collections and provide staff support to

the K-12 Data Governance workgroup.

• Identify reports and other information and tools to be made available on the internet.

• Create a comprehensive needs requirement document detailing the specific information and technical

capacity needed by school districts and the state to meet the legislature's expectations for a comprehensive

K-12 education data improvement system.

• With the assistance of a contractor, coordinate the completion of a gap analysis of current and planned

information compared to the needs requirement document.

• Identify financial and cost data necessary to support the new K-12 financial models and funding formulas,

including any necessary changes to school district budgeting, accounting and other systems.

• Coordinate the development and approval of data-sharing agreements.

• Provide professional development opportunities for school district staff designed to improve the quality of

data input and instruction in how to utilize available data.

• Communicate with data users (e.g., researchers, school district employees, legislators, statewide

organizations, and advocacy groups) to seek input regarding the data system and provide information on the

current status and future plans for the system.

• Coordinate with the Education Research and Data Center in the Office of Financial Management.

• Funding for this position has been provided by the Legislature through June 30, 2011. Funding beyond this

time period is possible, but is not guaranteed.

Experience, Knowledge, Skills and Abilities

Demonstrated ability to:

• Lead a working group comprised of peers, subordinates, and others that are not in direct reporting roles.

o

Facilitate individuals and groups, mediate differences, and build consensus.

• Establish and maintain effective working relationships with a variety of people in a multi-cultural, diverse

socio-economic setting.

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• Effectively communicate with technical and non-technical personnel, including planning, developing and

delivering presentations to a variety of audiences.

o

Organize, prioritize, multi-task, and meet deadlines.

o

Maintain the highest degree of confidentiality.

• Is flexible and able to adjust to evolving situations and demands.

• Skill in assessing problems, interpreting/clarifying needs, and developing solutions.

• Knowledge of data and information technology systems.

• Experience in analyzing data and presenting the data to technical and non-technical audiences.

• Administrative or technical experience in the K-12 education system strongly preferred.

Compensation

This position serves at the pleasure of the Superintendent and is exempt from civil service laws. The annual

compensation range for the position is

$80,000 - $90,000

per year and will depend upon experience, educational

background, and qualifications. Washington State has a generous benefit package including health, dental, and

life insurance, retirement, and an optional deferred compensation program.

Application Process

Those interested in this position may apply by submitting a letter of interest specifically addressing the

qualifications listed in this announcement, a current resume, a complete list of five or more personal and

professional references, and the optional affirmative action information request below.

Please send all the application materials to:

Kristin Collins, Human Resource Consultant

Office of Superintendent of Public Instruction

600 Washington Street Southeast/Post Office Box 47200

Olympia, Washington 98504-7200

Voice/Message: (360) 725-6270; FAX: (360) 664-0567

E-mail: [email protected] Internet: http://www.k12.wa.us

Please be aware that agency hiring authorities reserve the right and may exercise the option to make a

hiring decision prior to the conclusion of the recruitment process. Electronic application packages are

encouraged and should be sent in

MS Word format only

.

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K-12 Data Governance Group

August 20, 2009

Questions for Members of the Principal Panel

1)

What State-provided data and information tools do you currently

use? (e.g., OSPI Report Card site, Query)

a.

What do you like about them? How could they be

improved?

2)

What School District-provided data and information tools do you

currently use? (e.g., Skyward, district generated reports,

third-party vendors)

a.

What do you like about them? How could they be

improved?

3)

What specific school-related data elements would you like to

have about your school’s students, teachers, and other staff?

4)

If you could dream about having the best K-12 data system in the

country, what information and reports would it provide to you?

a.

What questions would it answer?

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Implementing Data

Governance

Presentation to WA K-12 Data

Governance Group

August 20, 2009

Corey Chatis

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Overview



Implementing Data Governance: Getting

Started



Successful Strategies



Lessons Learned



Benefits to the Agency and School Districts



Roles of Data Management

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Implementing Data

Governance: Getting Started



Solicit support from agency leadership



Establish a data governance policy



Make one person responsible for overseeing the

governance structure



Develop criteria for designating data managers



Have clearly defined and documented data

manager roles and responsibilities



Collectively create a mission statement and core

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Successful Strategies



Make one person responsible for overseeing the data

governance group



Frame data governance as a mechanism for issue

identification and resolution



Implement a log of critical data issues



Publish a data collection calendar



Foster cross-program area responses to data issues



Include district representatives in the governance

structure



Communicate tangible benefits to DOE and districts as

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Lessons Learned



Assess the skill set and mindset of each data

manager to determine the level and type of support

they will require to be successful



Ensure each data manager receives some value

back from participating in the governance structure –

make it a resource instead of a burden



Celebrate successes of all sizes – don’t

underestimate the power of acknowledgment



Prioritize identified data issues and ensure a data

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Benefits to the Agencies and

to School Districts



Increased communication/collaboration across

program areas and between program areas and IT



More consistent, frequent communication with the

districts regarding data



Reduction in redundant collections



Closer to one version of the truth



Reduced collection burden on districts



Longitudinal data system built according to program

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Roles of Data Management



Chief Information Officer (CIO)



Data Quality Director



Data Stewards/Managers



Database Administrators



Business Analysts



Data Management Committee (DMC)



Data Policy Committee (DPC)

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ABOUT THIS DOCUMENT

This document is designed to be used as a reference guide to help

Department employees become familiar with the Data Manager

role and the Data Management Committee. It is revised based on

the decisions and activities of the Data Management Committee at

its monthly meetings.

The Tennessee Department of Education Data Management

Committee (DMC) and Data Manager role were created in 2005 as

a result of the Department’s participation in the Decision Support

Architecture Consortium (DSAC) project in 2004. DSAC was

established by Council of Chief State School Officers (CCSSO) to

help participating states implement the human and technical

systems necessary to make effective use of data.

This document includes extra space on each page for you to make

notes. It also includes notes and tidbits of information that are

designed to highlight important topics.

To make it easier to find information in this document, each topic

begins on a new page.

NOTE:

This box includes items or issues that require special

attention.

TIDBITS: This box includes useful bits of information regarding

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OVERVIEW & MISSION

WHAT IS THE DATA MANAGEMENT COMMITTEE?

The Data Management Committee is the official oversight body,

comprised of program area representatives, that is accountable for

Department data.

“Data Manager” is not a job title; it is a responsibility within a

position. The manager should be a staff person who already has

extensive knowledge of the data and uses the data on a regular

basis.

There is a difference between a data user and a data manager.

Everyone is a data user. But a data manager is responsible for the

data within his or her program area.

Data Management Committee Mission:

The Data Management Committee supports the Tennessee

Department of Education’s mission of helping teachers teach and

children learn by promoting the appropriate use of data to inform

decision making and ensuring data quality, accountability, and

timeliness.

TIDBITS: Governance = authority over data

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GOALS & OBJECTIVES

GOALS & OBJECTIVES OF THE DATA MANAGEMENT COMMITTEE

Goals of the Data Management Committee:

1. Improve data quality;

2. Increase accountability for data accuracy;

3. Eliminate redundancy in data collection;

4. Improve understanding of data within the Department and

among districts;

5. Increase use of data to make program and policy decisions;

6. Improve data reporting capability and timeliness of reporting.

Objectives of the Data Management Committee:



Identify the owner of every data element;



Define all data elements;



Document all data processes;



Standardize data processes from year to year;



Reduce manual manipulation of data;



Identify the official source of data for all external reporting;



Eliminate redundant data collections that are not the official

source for external reporting;



Allow districts to review their data before it is externally

reported;



Communicate all data decisions/changes to districts;



Reduce collection of/reliance on aggregate data;



Increase use of student-level data for external reporting.

TIDBITS: Organizations often spend too many human and fiscal

resources managing data because there are too

many “versions of the truth”.

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SCOPE & RESPONSIBILITIES

SCOPE OF THE DATA MANAGEMENT COMMITTEE & DATA MANAGER RESPONSIBILITIES

Data Management Committee Scope



Establish standard processes for data collection, dissemination,

and reporting;



Serve as a source of knowledge and advocacy for data

management and initiatives;



Approve all new Department data collections from districts;



Maintain a current data collection calendar;



Approve all new data applications;



Identify, track, and resolve critical data issues;



Communicate critical data issues that cannot be solved

internally to individuals that can influence change;



Facilitate collaboration between data managers and help

managers to build capacity.

Data Manager Responsibilities



Promote and model appropriate uses of data to inform program

and policy decision making;



Regularly evaluate data quality and enforce data quality

standards;



Identify & resolve data quality issues (integrity, timeliness,

accuracy, completeness);



Determine and use the definitive source for each data element;



Identify opportunities to share and re-use data;



Bring critical issues to the Data Management Committee and

propose resolutions;



Ensure data projects maintain focus and meet deadlines;



Monitor federal and state legislation that will affect Department

data and inform appropriate staff of the impact for the

Department;



Identify new data that need to be collected, including the

purpose, source, definitions, and business rules;



Communicate with districts regarding changes to data

collection, calculation, and reporting;



Maintain awareness of and compliance with FERPA;



Provide data (in compliance with data confidentiality policy) to

internal and external requesters and for official Department

reports;



EDEN/EDFacts responsibilities:

o

Inform EDEN Coordinator of annual submission plan for all

applicable files;

o

Develop plan to begin submitting files that cannot be

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o

Submit files to EDEN Coordinator by deadline in submission

plan;

o

Document data source, elements, and any calculations or

transformations performed to create EDEN file.



Attend monthly Data Management Committee meetings.

TIDBITS: Data managers should be advocates to the entire

Department for the Data Management Committee and

what it represents.

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DATA MANAGEMENT COMMITTEE MEMBERS

Program Area Data Manager Data Category

Benefield, Cindy Field Service Centers, State Schools Branch, Morgan Curriculum and Instruction

Chatis, Corey EDFacts, Student Demographics Covington, Dan Career and Technical Education Gaddis, Tim Professional Development

Jackson, Kimberly School Instructional Programs, Courses Jones, Irma Graduation Rate, NGA Graduation Rate

Kelly, Trish Federal Programs, Grants, School Choice, Supplementary Education Services, Title IID, Consolidated State

Performance Report, technology inventory

vacant School Directory, Common Core of Data (CCD) non-fiscal Lanier, Jan English Language Learners, Title III, Immigrant Students,

Migrant Students

Long, Dan Assessment

Long, Terry Special Education

Ray, Tracey Early Childhood

Robertson, Wesley Financial Reports, Budget, Transportation, Children in State Custody, BEP, Attendance, CCD fiscal

Rugaard, Vance School Staff, Certification, Highly Qualified, IHE Title II Shelton, Hugh Child Nutrition, Economic Disadvantaged Status Stetten, Nancy Discipline, Dropout, Promotion/Retention

Whited, Janine School Improvement Plans, TCSPP, AYP, Report Card Witty, James Safe and Drug Free Schools

DMC members – other areas

Brewer, Chris THEC

TBD External Reporting, Policy

Howard, Lisa Technology

Maddox, Mark LEA/General Assembly Rozzelle, Rick Chief Information Officer Thurman, David Legislative Budget Office

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ISSUE RESOLUTION

ESCALATION PATH FOR ISSUE RESOLUTION

Project Management

Oversight

Data Management Committee

Director of Data Quality

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APPENDIX A: DATA STANDARDS

SCHOOL YEAR

Whenever a single year is required to designate the school year, it shall be the spring of the

school year, e.g., “2008” shall be used to designate the 2007-2008 school year. Whenever a

larger field is permissible, the hyphenated form shall be used, e.g., “2007-2008”.

DISTRICT NUMBER

District number is a three-character text field with a leading zero, if needed.

SCHOOL NUMBER

School number is a four-character text field with leading zeros, if needed.

SENDING STUDENT-LEVEL DATA VIA EMAIL

Data managers must ensure that when LEA staff email them student-level data, it is done

securely. This entails:

• Sending the email securely (if the LEA’s email application has this functionality)

• Password protecting the attached file

• Calling the recipient with the password for the file

When data managers must send LEA staff student-level data via email, it should always be

sent via secure email (by putting [Secure Email] in the subject line) and with a password

protected attachment.

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APPENDIX B: DATA POLICIES

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DATA SECURITY AND CONFIDENTIALITY POLICY

Authority: If, at any time, a portion of this policy and/or procedure conflicts with law or State rule which have jurisdiction over either the Department of Education or the State Special Schools, the law and/or the rule shall take precedence over that portion of this policy. The remainder of this policy shall, however, not be void.

Purpose: To establish policy and procedures governing data security and confidentiality for the department.

Application: All Department of Education staff and licensed data users.

Definitions:

Aggregate data element – A data element created by aggregating information about individuals to an organization level such as a school, district, or state.

Individually identifiable information – Refers to data about one or more individuals from which information about particular individuals may be revealed by either direct or indirect means. Licensed-use data – This describes data that contains individually identifiable information that is confidential and protected by law. Special procedures are taken to protect this information by either encryption or deletion of the individually identifiable information.

Public-use data – This describes data that does not contain individually identifiable information. Record-level database – This is a database that contains individually identifiable information.

Reporting cell – This is an outcome or indicator, such as a count or percentage, of individuals within an organization and/or subgroup. A negative reporting cell reflects an undesirable outcome or indicator, such as “below proficient”.

Subgroup – A collection of individuals with one or more common characteristics.

Policy 1:

STATE OF TENNESSEE DEPARTMENT OF EDUCATION

P

OLICIES AND

P

ROCEDURES

INDEX: PAGE 1 OF 2

EFFECTIVE DATE:

December 1, 2005

DISTRIBUTION:

Department of Education Directors and Team Leaders

APPROVED BY: SUPERSEDES:

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Procedures:

1.1 The Department of Education will make standard reports of public-use data available on its website.

1.2 The Data Management Committee will maintain a centralized logging system of ad hoc requests for public-use data.

1.3 The Department will apply a confidentiality n of 5 when reporting aggregate data elements. Appropriate action must be taken to eliminate reporting on any student subgroup with 5 or fewer students. Appropriate actions include one of the following:

1.3.1. Suppressing all reporting cells in the row.

1.3.2. Combining subgroups together to raise the student count above 5.

1.4 The Department will take appropriate action to suppress any negative reporting cell that contains greater than 95% of the students in a subgroup. Appropriate action includes substituting the student count or percentage in the cell with text such as “ > 95% ”.

1.4.1. Should the student subgroup have an n less than 18, the following percentages will apply:

n percentage

17 94.1%

16 93.8%

15 93.3%

14 92.9%

13 92.3%

12 91.7%

11 90.9%

10 90.0%

9 88.9%

8 87.5%

7 85.7%

6 83.3%

Policy 2:

It shall be the policy of the Department of Education to provide licensed-use data to qualified organizations for research purposes.

Procedures:

2.1 The Office of Assessment, Evaluation, and Research will manage the provision of licensed-use student-level assessment data under the TN Licensed-Use Data Procedures Manual.

2.2 The Data Management Committee will manage the provision of other licensed-use data under the following procedures:

2.2.1 All requests for licensed-use data must be recorded in the centralized logging system. 2.2.2 The Data Management Committee will review all requests during the first regular

committee meeting following the date of the request.

2.2.3 With Data Management Committee approval, Data Managers may provide organizations with licensed-use data provided that all individually identifiable information has been removed.

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It shall be the policy of the Department of Education to ensure secure and confidential data management.

Procedures:

3.1 Data managers who oversee record-level databases will grant and maintain access permissions to the databases. Data managers will provide training materials and documentation to all

personnel with access to these databases.

3.2 All Department of Education personnel with access to record-level databases will sign the Affidavit of Nondisclosure. The Data Management Committee will maintain records of each signed Affidavit.

3.3

Executive Directorswill notify the Data Management Committee of any personnel actions that would lead to revocation of access permissions.

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APPENDIX C: DATA PROCESSES

PROCESS FOR TAKING A SNAPSHOT OF AN OPERATIONAL DATABASE FOR EXTERNAL REPORTING PURPOSES

Preceding the Snapshot

1. Identify external (or TNDOE determined) reporting “as of” dates and data reporting

requirements, including aggregations, calculations, etc. Determine what fields must be included in the snapshot (for all external reports that use this data).

2. Determine the date that the data will be pulled on (e.g., data is as of October 1, but LEAs/SEA have until November 1 to clean the October 1 data).

3. Determine the date by which LEAs must have the data complete and correct in their SIS package, EIS, and reporting source (if appropriate, e.g., data warehouse, Preliminary Report Application, TL Info, etc.).

o NOTE: EIS will not accept extracts for the previous school year after December 1. 4. Communication plan for LEAs:

o Add entry for collection to Department’s Data Collection Calendar. Repost Calendar on website.

o Create document describing time line, definitions, contents of snapshot and source data, how to correct data, frequently asked questions, resources (if appropriate).

 Send document to appropriate listserv, dissemination list

 Post document on webpage

o Send electronic letter from appropriate assistant commissioner(s) or Commissioner to LEA superintendents notifying them of the snapshot collection(s) for the upcoming semester.

o Send copy of superintendents’ letter and link to Data Collection Calendar to appropriate listserv(s) and dissemination list, if available. Copy the EIS contacts.

5. Data validation for LEAs:

o Show/send LEAs their data as it will be included in the external report. NOTE: This may be done through an online report, online application, or electronic spreadsheet emailed by data manager. For example,

 One month before the “as of” date for the snapshot

 On the “as of” date for the snapshot

 (If possible) a week before the date the snapshot is taken

o One month before snapshot will be taken, examine each LEA’s data and determine outliers (for example, those with significant changes from previous year).

o Contact outlier LEAs individually regarding their data anomalies. Can be done either by phone or email. NOTE: Maintain documentation of outreach to LEAs.

Taking the Snapshot

• Once the snapshot is taken, move into the data warehouse.

• Create queries to produce required reports for external purposes. Following the Snapshot

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Excerpt from Department of Education Docket ID ED-2009-OESE-0006

RIN 1810-AB07 Race to the Top Fund

B. Data Systems to Support Instruction State Reform Conditions Criteria

(B)(1) Fully implementing a statewide longitudinal data system: 9_{The extent to which the State has a} statewide longitudinal data system that includes all of the elements specified in section 6401(e)(2)(D) of the America COMPETES Act (as defined in this notice).

Reform Plan Criteria

(B)(2) Accessing and using State data:10_{The extent to which the State has a high-quality plan to ensure that} data from the State's statewide longitudinal data system are accessible to, and used to inform and engage, as appropriate, key stakeholders (e.g., parents, students, teachers, principals, LEA leaders, community members, unions, researchers, and policymakers); that the data support decision-makers in the continuous improvement of instruction, operations, management, and resource allocation; and that they comply with the applicable requirements of the Family Educational Rights and Privacy Act (FERPA).

(B)(3) Using data to improve instruction:11_{The extent to which the State, in collaboration with its} participating LEAs, has a high- quality plan to:

(i) Increase the use of instructional improvement systems (as defined in this notice) that provide teachers, principals, and administrators with the information they need to inform and improve their instructional practices, decision-making, and overall effectiveness; and

(ii) Make these data, together with statewide longitudinal data system data, available and accessible to researchers so that they have detailed information with which to evaluate the effectiveness of

instructional materials, strategies, and approaches for educating different types of students (e.g., students with disabilities, limited English proficient students, students whose achievement is well below or above grade level), in a manner that complies with the applicable requirements of FERPA.

9_{The State's responses to proposed Indicator (b)(1) and requirements II.c.1.A and II.c.1.B.(i-iii) in its}

Stabilization program Phase 2 application may contain information responsive, in part, to this State Reform Conditions Criterion, to which the State can refer and build upon in its Race to the Top application.

10_{A State's responses to proposed Indicator (b)(2) and requirements II.c.2.A and II.c.2.B(i-iii) in its Stabilization} program Phase 2 application may contain information related to this Reform Plan Criterion, to which the State can refer and build upon in its Race to the Top application.

11_{A State's responses to proposed Indicator (b)(2) and requirements II.c.2.A and II.c.2.B(i-iii) in its Stabilization} program Phase 2 application may contain information related to this Reform Plan Criteria, to which the State

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Workgroup Discussion Draft: August 20, 2009

Request for Proposals (RFP)

K-12 Data System Policy and Research Questions

and Gap Analysis

Background: In HB 2261, the 2009 Legislature required the newly created K-12 Data Governance Group

to identify critical policy and research questions that need to be addressed by the state’s K-12 data system and to conduct a “Gap Analysis” that identifies what actions need to be taken to implement the Legislature’s expectations for the data system. In addition, the Office of Superintendent of Public Instruction has received a federal Longitudinal Data System grant that includes the completion of gap analysis that includes many of the elements in the legislatively mandated gap analysis and a number of additional components. In addition, the recently passed American Recovery and Reinvestment Act and subsequent grant programs require that states include specific elements in their data systems and provide information that is useful to educators, parents, and others. The gap analysis also will be used to determine what actions need to be taken to ensure we are in compliance with these requirements. This RFP is to identify a contractor to assist OSPI and the Data Governance Group in identifying the policy and research questions and in completing the gap analysis.

Contract Managers: OSPI Data Governance Coordinator and IT Project Manager Director Project Duration: September 2009 – June 2010

Deliverables: The contractor shall be responsible for delivering the following deliverables: 1) Policy and Research Questions: The contractor, in consultation with OSPI , shall create and

implement a process for identifying critical research and policy questions that could be addressed, in whole or in part, with data in the current K-12 data system, and additional questions that could be addressed if additional data elements were provided. The process shall include consultation with Legislators and legislative staff, the Governor’s Office, the State Board of Education, the Professional Educators Standards Board, school principals, teachers, school district business managers, school district human resource managers, school district superintendents, school district assessment directors, school district curriculum directors, school board members, parents, business leaders, and statewide education advocacy groups. The contractor shall be responsible for the scheduling, meeting arrangements, and other actions necessary to conduct a series of “focus groups” with the groups identified below to obtain the needed information.

The deliverable shall be a synthesis of the recommended policy and research questions.

Completion Date: January 15, 2010

2) Gap Analysis: The contractor shall prepare a gap analysis detailing the specific information and

technical capacity needed by school districts and the state to complete the actions below. The gap analysis shall compare the current status of the data system with: 1) the information needs identified in the research and policy questions, 2) the legislative expectations in HB 2261, and 3) the data system requirements in the federal America Recovery and Reinvestment Act and subsequent grant programs. Based on the analysis, the consultant shall identify specific actions that would need to be taken to

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provide information on the policy and research questions, meet the legislative expectations, and comply with the requirements of ARRA. The analysis shall include estimated school district and state-level costs and a potential timeline for addressing the gaps.

The gap analysis shall specifically address the hardware, software, human resource, and other resources it will take:

A. Policy and Research Questions

- To create and maintain the reports, databases, and other tools needed to address the high priority policy and research questions identified in the report above. In addition, the contractor shall identify which questions can be answered with existing data, which questions will require new data, and what data would be required.

B. House Bill 2261 Expectations

- To meet the Legislature's expectations for a comprehensive K-12 education data improvement system. These expectations include:

(1) Comprehensive educator information, including grade level and courses taught, building or location, program, job assignment, years of experience, the institution of higher education from which the educator obtained his or her degree, compensation, class size, mobility of class population, socioeconomic data of class, number of languages and which languages are spoken by students, general resources available for curriculum and other classroom needs, and number and type of instructional support staff in the building;

(2) The capacity to link educator assignment information with educator certification information such as certification number, type of certification, route to certification, certification program, and certification assessment or evaluation scores;

(3) Common coding of secondary courses and major areas of study at the elementary level or standard coding of course content;

(4) Robust student information, including but not limited to student characteristics, course and program enrollment, performance on statewide and district summative and formative

assessments to the extent district assessments are used, and performance on college readiness tests;

(5) A subset of student information elements to serve as a dropout early warning system; (6) The capacity to link educator information with student information;

(7) A common, standardized structure for reporting the costs of programs at the school and district level with a focus on the cost of services delivered to students;

(8) Separate accounting of state, federal, and local revenues and costs;

(i) Information linking state funding formulas to school district budgeting and accounting, including procedures:

(i) To support the accuracy and auditing of financial data; and

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(9) The capacity to link program cost information with student performance information to gauge the cost-effectiveness of programs;

(10) Information that is centrally accessible and updated regularly;

(11) An anonymous, nonidentifiable replicated copy of data that is updated at least quarterly, and made available to the public by the state; and

(12) Transforming existing data into canonical form.

C. America Recovery and Reinvestment Act

- To meet the data system requirements and conditions embodied in the America Recovery and Reinvestment Act and subsequent application requirements for Fiscal Stabilization funding and State Incentive Grants, also known as “Race to the Top” grants. These requirements and conditions include fully implementing a statewide longitudinal data system, accessing and using state data, and using data to improve instruction. (Insert more detail)

Status Report: November 15, 2009

Status Report and Preliminary Findings: January 15, 2010 Final Report: June 30, 2010

3) Additional Deliverables:

A. Each of the documents created above shall include a concise executive summary suitable for sharing with Legislators and other interested parties, and shall be responsible for providing material as it is developed for the OSPI Data Governance Website. In addition, the contractor shall prepare and deliver presentations to the K-12 Data Governance and the Legislature that summarize the findings in each of the documents. Up to eight presentations will be required. B. The contractor shall include a proposed work plan in the application proposal. A revised work plan that includes needed refinements shall be submitted three weeks after the contract is finalized.

C. The contractor shall submit bi-weekly status report on the work that has been accomplished.