IA LDS Infographic

Much has been written about leveraging the power of state Department of Education (DOE) longitudinal data systems (LDS) to address our nation’s need to create a competitive workforce and improve the quality of our education system.1 While early longitudinal data system work was focused on federal reporting requirements and states developing a data warehouse for high-stakes testing data, there is a lingering and powerful opportunity for longitudinal data to be leveraged at a Local Education Agency (LEA) level, where individual students are kept at the center, and data is used for more than annual snapshots and graduation statistics. The information age has hit K–12 education, and there is an opportunity to leverage data in a new and innovative way. Data can tell a more robust and full story of an academic career as a child grows and achieves his or her academic goals ready from pre-K to high school graduation.

A localized longitudinal data system tells the whole story.

How should longitudinal data support individual students?

PARENT TEACHER STUDENT GUIDANCECOUNSELOR

INSTRUCTIONALSPECIALIST

HIGH SCHOOL

W H O ’ S I N V O L V E D

Jordon is one example of how the power of seeing disparate sources of data in a single place across attendance, discipline, grades, quarterly/interim assessments and end-of-year state summative tests can give a complete view of a student. Leveraging the onTRAC LDS Early Warning System and Intervention Tracking System provides a roadmap for instruction in which teachers, instructional, specialists, guidance counselors and parents can use critical data to identify how they can help Jordon on his path to college and career readiness.

Jordon Cole entered elementary school ready to take on the world, and his pre-kindergarten screening identified him as “kindergarten ready.” Jordan earned consistent satisfactory marks for his behavior and math, and his early literacy skills developed on pace during kindergarten and first grade. His reading readiness assessment (e.g., DIBELS, PALS) indicated he was progressing.

Jordon’s grades improved steadily during his four years in high school. He continued to participate in the STEM program and was able to fill in the learning gaps he developed in grades 5 to 8.

9th GRADE Report Card

Math B

ELA C

Science C

Social Studies B


Math B

ELA B

Science B

Social Studies B


Math A

ELA B

Science A

Social Studies B

5th GRADE

Report Card

End-of-Year Test

Math B 550

ELA B 467

Science B 445

Social Studies B 467

SAT SCORESGrade: 11GPA: 2.83LEP: No

Name: Cole, JordanState ID: 99999999811School: Sampleville High

Mat

h

Read

ing

Wri

ting

SAT Score: 1580 ACT Composite: 22

500550530

Engl

ish

Scie

nce

Read

ing

Mat

h

2226

22 22

attendanceName: Cole, JordanState ID: 99999999811School: Sampleville Middle

Grade: 6GPA: 2.554 (2013)LEP: No

2015–2016

2016–2017

2017–2018

2018–2019

2019–2020

2020–2021

ABSENT TARDY

One of the results of the learning gaps was in failure

of math, ELA and social studies state assessments.

6th GRADE

Report Card

End-of-Year Test

Math C 350

ELA D 322

Science C 400

Social Studies C 350

He missed 14 days of school during the months of October and November. He missed a lot of instructional time and developed critical foundational knowledge gaps in math and ELA.

Working with his guidance counselor to find the right college and program for him, he applied and was accepted to a four-year college that had a strong degree program in engineering and science.

ELEMEN TA RY SCHOOL

In the later part of his 2nd-grade year Jordan was diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and was prescribed a medication to help him stay focused.

7th GRADE

Report Card

End-of-Year Test

Math C 400

ELA D 335

Science D 405

Social Studies D 305

At a crossroads and struggling to pass the state tests for the past three years, Jordon was selected by the principal to participate in a state-funded summer program for at-risk students showing aptitude in math, science or technology.

Jordon entered middle school in the 6th grade and was faced with the death of his grandmother, who was one of his primary care providers.

He was included in the Science-Technology-Math-Engineering (STEM) Curriculum Programming as he entered high school in the 9th grade.

BENCHMARKSGrade: 9GPA: 2.554 (2013)LEP: No


100

80

60

40

20

0

7/1/161/1/17

7/1/177/1/18

1/1/197/1/19

1/1/201/1/21

7/1/211/1/22

7/1/227/1/23

MATHENGLISH

SCIENCESOCIAL STUDIES

1/1/187/1/20

1/1/231/1/16

1 Smith, N.J. & Mandinach, E (2011) Leveraging the Power of State Longitudinal Data Systems: Building Capacity to Turn Data into Useful Information. Washington, DC: Data Quality Campaign

PSAT SCORESGrade: 10GPA: 2.83LEP: No


55%

Percentile Percentile

81%

CriticalReading

50

Mathematics

68

WritingSkills

44

National MeritScholarship

146

Percentile

33%

PSAT GRADE™ WIDAPALS

Date

3/25/2014

STATE END-OF-YEARGrade: 7GPA: 2.554 LEP: No

Name: Cole, JordanState ID: 99999999811School: Sampleville Middle

Spring

2017 Spring

2018 Spring

2019 Spring

2020 Spring

2021

MATH SCIENCE

600

400

200

0

Throughout 5th grade Jordon thrived and advanced in math and ELA. He scored advanced proficient in math and passed ELA, science and social studies summative tests.

Placed on an intervention plan in 4th grade during Q1–Q2 to continue strengthening his ELA knowledge, Jordon showed significant growth in the first semester, with improved performance on his quarterly common assessment, and he passed his 4th-grade state assessment.

4th GRADE

Report Card

End-of-Year Test

Math C 493

ELA B 454

Science C 450

Social Studies B 450

The intervention successfully provided support for Jordon to pass his 4th-grade state summative tests in math and ELA.

BENCHMARKSGrade: 4GPA: 2.554 LEP: No

Name: Cole, JordanState ID: 99999999811School: Sampleville Elementary

10/29/2018

11/12/2018

2/20/2019

2/26/2019

04/10/2019

MATH ENGLISH

60

40

20

0

80

INTERVENTIONS

ELIGIBLE STUDENTS

Brown, Frank

Cole, Jordan

STUDENT INTERVENTION DETAILS

100

• 275 TARGET • AIM • PROGRESS

200

300

10/3 10/10 10/17 10/24 11/3 11/10 END

In 3rd grade, his first quarterly assessment indicated that he was struggling in reading and was on a trajectory likely to lead to failure on the state summative test in English Language Arts (ELA). With an Early Warning System in place at his school, Jordon was quickly identified as needing extra help and placed on a watch list while literacy intervention plans were made.

Milestone and teacher instruction data from Jordon’s literacy intervention program indicated he was headed toward his targets.

By the end of 3rd grade, with the help of his classroom teacher and his literacy intervention plan, Jordon passed both his math and ELA end-of-year tests.

Jordon prepared for and did well on the PSAT. He scored well above average on his mathematics and was average across the other two areas of writing and critical reading.

Advanced Pass

Pass

Fail

MIDDLE SCHOOL

3rd GRADE

Report Card

End-of-Year Test

Math B 475

ELA C 410

Science C —

Social Studies B —

Documents

IA LDS Infographic