2016 ILDS Annual Report & Plan

Approved by the Illinois Longitudinal Data System Governing Board Agencies on May 23rd, 2016

Illinois Longitudinal Data System

2016Annual Report & Plan

2 Illinois Longitudinal Data System

Table of Contents Page Number

I. Introduction & Background 3

Table 1: State of Illinois Agencies Participating in the ILDS Intergovernmental Agreement 4

Table 2: Focus for ILDS Governance (“ILDS Functions”) 4

II. LDS Governance Activities 4

Diagram 1: ILDS Conceptual Technical Architecture Diagram 5

A. Intra-Agency Enhancements 6 Table 3: Intra-Agency Enhancements Over Prior 18 Months 6

B. Establishment of the CDD Administrator and Master Client Index 7 Table 4: Defining and Establishing the Centralized Demographic Dataset Administrator 7

C. Progress on End-User Priorities 8 Table 5: Progress on End-User Priorities 8

D. New Governing Board Committee Structure 14

E. Launch of the ILDS Website 14

F. Illinois Data FIRST Grant 15

III. Plan and Budget through FY 2017 16 A. Enhancing the CDD Administrator’s Services 16 B. Objectives for End-User Priorities 16 C. Interagency Master Data-Sharing Agreements 19 D. Streamlining Procedures for External Partners 19 E. Aligning with the Healthcare & Human Services Innovation Incubator (i2) Project 20

Table 6: FY 2017 Budget: CDD Administrator and Governing Board/Committee Staffing 20

IV. Benchmarking Against the P-20 ILDS Act 21 Table 7: Benchmarking Against the P-20 ILDS Act 21

V. Conclusion 26

32016 Annual Report & Plan

I. Introduction & BackgroundThis Illinois Longitudinal Data System (“ILDS”)

Annual Report & Plan is the third such plan adopted by the ILDS Governing Board. On June 30, 2013, seven State of Illinois agencies and the Office of the Governor entered into an intergovernmental agreement for the governance of the Illinois Longitudinal Data System (see Table 1 for participating agencies). As shown in Table 2, this agreement identified eight separate requirements, functions, and expectations for the focus of the ILDS governance system (the “ILDS Functions”). In addition, the agreement created (i) a Governing Board with senior leadership from each of the ILDS Agencies and chaired by an appointee of the Governor, and (ii) five separate committees, as shown in Diagram 1.

Under Section IV.A of the Agreement, the Governing Board must adopt, on an annual basis, a report to the Governor, the P-20 Council, and the chief executive of each of the ILDS Agencies that includes, without limitation: a. A report on the activities of the Governing Board

and its committees for the prior 12-month period; b. A plan and budget for the performance of the ILDS

Functions through the upcoming State fiscal year; and

c. A benchmarking of the performance of the ILDS Functions against the requirements and expectations of the P-20 Longitudinal Education Data System Act (105 ILCS 13/1 et seq.).

This document constitutes the report required by Section IV.A of the ILDS Intergovernmental Agreement. This Report and Plan is based on meetings of the Governing Board and its Committees, interviews with ILDS Agency staff, and information from related state agency initiatives such as the Workforce Data Quality Initiative (WDQI) and the data-related projects for the State’s Race to the Top Early Learning Challenge. It has been reviewed and commented upon by ILDS Agency staff, and adopted by the Governing Board.

This Annual Report & Plan initially describes the ILDS governance activities since January 2015, with a focus on activities since the adoption of the prior plan. Then, this Report & Plan describes the priorities for ILDS governance activities through 2016-17 that have been adopted by the Governing Board. Finally, this

document includes a benchmarking of ILDS efforts against the requirements of the P-20 Longitudinal Education Data System Act 3.

While the Governing Board intends for this Annual Report & Plan to provide a roadmap for ILDS activities through fiscal year 2017, it also recognizes the need for flexibility and adaptability as the ILDS Agencies move into implementation activities. Certain priorities may need adjustment, and others may not be attainable in light of staffing and funding limitations. The Governing Board will periodically review its progress and this Report & Plan as implementation activities move forward.

ILDS & Individual Privacy

The ILDS protects individual privacy and confidentiality consistent with all privacy protection laws and leading technical practices. The ILDS and operations of the Governing Board do not limit nor waive any of the state or federal privacy protection laws that apply to an individual agency’s data. On the contrary, all sharing of data must be specifically authorized by these laws, and is subject to all applicable legal limitations. Reports and analyses supported by the ILDS will include only aggregate data -- an individual’s personal information will never be disclosed. In addition, the systems for receiving and matching agency data through the Centralized Demographic Dataset, as described in Section II.B of this Report, utilize the highest technological safeguards, ensuring that data are maintained and merged only on hardware that is not connected to a network, the data are not duplicated, data sharing must be strictly authorized by the agencies, and access to data is limited only to employees required to have access. Ensuring robust protections for individual privacy and compliance with all state and federal laws are the highest priorities for the ILDS Agencies, and the Governing Board.


Table 1

State of Illinois Agencies Participating in the ILDS Intergovernmental Agreement (“ILDS Agencies”)

i. Illinois Board of Higher Education (IBHE)

ii. Illinois Community College Board (ICCB)

iii. Illinois Department of Commerce and Economic Opportunity (DCEO)

iv. Illinois Department of Employment Security (IDES)

v. Illinois Department of Human Services (IDHS)

vi. Illinois Student Assistance Commission (ISAC)

vii. Illinois State Board of Education (ISBE)

Additional Party: Office of the Governor

Table 2

Focus for ILDS Governance (“ILDS Functions”)

i. Ensure robust protections for individual privacy and compliance with all pertinent state and federal laws;

ii. Establish a set of tools, systems, and processes internal to ILDS Agencies and shared across ILDS Agencies to meet the expectations and requirements of the P-20 Longitudinal Education Data System Act and support analysis and understanding of lifelong education and workforce policies and programs;

iii. Effectively and efficiently address audit, evaluation, and research needs that require data inputs from multiple ILDS Agencies;

iv. Support and advance sound, research-based decision-making within the ILDS Agencies and for all State education and workforce policymakers;

v. Effectively address common issues across ILDS Agencies such as data access, use, and security;

vi. Establish the expectation that ILDS Agencies share data in accordance with established procedures and protocols, subject to applicable legal restrictions;

vii. Develop a common process across the ILDS Agencies to plan and budget for ILDS implementation, improvement, and maintenance; and

viii. Effectively utilize knowledge and expertise relating to the ILDS Functions residing at the ILDS Agencies and capitalize on a cost-effective ILDS Agency distributed data system model that avoids duplication and ensures sustainability.

II. ILDS GOVERNANCE ACTIVITIES

The ILDS Agencies and the Governing Board have made substantial progress on activities that relate to the ILDS Functions in 2015 and early 2016. As detailed in this Section, this progress includes:•A number of intra-agency enhancements that

support the broader ILDS effort; •The establishment of the Centralized Demographic

Dataset Administrator and Master Client Index;•Significant work and accomplishments in the end-

user service priorities established by the Governing Board;

•Establishment of a new committee structure for ILDS activities; and

•The launch of a new website to better inform the public of ILDS accomplishments and activities.

The first two Annual Reports & Plans adopted by the Governing Board included a proposed ILDS technical architecture and set of end-user priorities that has guided ILDS-related activities since the adoption of the first plan in April 2014. As detailed in these plans, the ILDS technical architecture consists of the three “layers”:

1. Centralized Demographic Dataset (CDD) Administrator Services: The CDD Administrator provides services to the ILDS Agencies to match interagency data and prepare files for end-user services.

2. Intra-Agency Enhancements: Intra-agency enhancements consist of work internal to the ILDS Agencies to enable them to more effectively engage in interagency data sharing.

3. End-User Services: End-user services consist of the tangible benefits derived from interagency data sharing, including public reports involving P-20 data and analytical tools available to agency staff.


The plan also established five priority areas for end-user services in areas of: 1. Early Childhood: Merging early childhood data

maintained by DHS and ISBE to better understand the characteristics and outcomes of children receiving early childhood services.

2. High School to College Success: Reporting and analyzing college enrollment and performance information for Illinois public high school graduates.

3. Community College Feedback: Providing information on the outcomes of community college graduates who transfer to Illinois public universities.

4. Career Pathways Metrics: Analyzing the education and employment outcomes of students participating in career pathway programs in high school and in post-secondary education.

5. 60% by 2025: Enhancing the methods for tracking progress against the State goal of 60% of Illinois residents obtaining a high quality post-secondary degree or credential by the year 2025.

Diagram 1 Diagram 1 depicts the technical architecture and set of end-user services included in the prior plans.

PublicReports

AnalyticsPortal

Early Childhood

PublicReports

AnalyticsPortal

High School toCollege Success

PublicReports

AnalyticsPortal

CommunityCollege Feedback

PublicReports

AnalyticsPortal

Career PathwaysMetrics

PublicReports

AnalyticsPortal

60% by 2025

IDHS ISBE ISAC ICCB IBHE IDES DCEO

i. Batch File Exchange Service

CDD AdministratorLDS Conceptual Technical Architecture Diagram

ii. Master Client Index

iii. Identity Resolution Services iv. Confidence Rating Services v. Administrative Services vi. Data Standardization Services vii. Data Exchange Consultation

Other Required Services:

i. Creation of Data Files ii. Analytics Support

Optional Services:CD

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CDD Anministrator

A. Intra-Agency Enhancements

Over the past 18 months, the ILDS Agencies have made significant intra-agency system improvements that will support efficient and quality data exchanges

with the CDD Administrator and the other ILDS Agencies. The improvements made by each agency are described in Table 3.


TABLE 3: Intra-agency System Enhancements by the ILDS Agencies

Agency Intra-Agency Enhancements Over Prior 18 Months

Illinois Board of Higher Education (IBHE)

In 2015, IBHE, through a partnership with ISAC, launched the Illinois Higher Education Information System (IHEIS) to support the collection and maintenance of post-secondary education data IBHE is authorized to collect under the P-20 Longitudinal Education Data System Act. ISAC constructed a portal to allow institutions to submit and review their data and to add business intelligence tools to the system. IHEIS has now received initial submissions from two Illinois public post-secondary institutions from the 13-14 Academic Year onward, and there are plans to collect information from the remaining universities this spring. Private institutions will submit data in summer 2016 from the 14-15 Academic Year onward.

Illinois Community College Board (ICCB)

ICCB recently launched an enhanced Data and Research website that increases transparency and public accountability with different stakeholders. The new user-friendly website centralizes ICCB’s substantial data products related to institutional efficiency, learning effectiveness and college completion. An “ICCB Data Request Webpage” was established that can be directly accessed via ICCB’s website. Prescribed and uniform ICCB data sharing processes are available for interested stakeholders.

ICCB is currently investigating interactive and easy-to-use visual analytic/business intelligence software to incorporate data dashboards and increase data visualization for interagency staff as well as outside entities. Numerous discussions and demonstrations have occurred with vendors as well as conversations with ILDS partner agencies to ensure data visualization usage and alignment.

ICCB has incorporated SAS Office Analytics into its data system infrastructure to significantly expand its internal analytics capabilities.

ICCB completed a policy/environmental scan of data elements and submissions within its Management Information System. Redundant data collection elements and submission will be eliminated beginning in FY 2017 for more efficient Illinois Community College System reporting processes.

ICCB collaborated with WIOA agency partners (DCEO, IDES, IDHS) to establish a plan around efficient data platform(s) for WIOA Title II – Adult Education and Literacy.

Illinois Department of Commerce and Economic Opportunity (DCEO)

This past year, DCEO implemented security encryption on all personal information in its case management system for WIA/WIOA participants. In addition, DCEO developed a plan for a consolidated data platform across the four core WIOA agencies (DCEO, IDHS, IDES, and ICCB).

Illinois Department of Employment Security (IDES)

The 2015 Report & Plan described the pilot project between DCEO and IDES to match WIA and UI records to analyze workforce outcomes for WIA training participants. This matching and the associated reports are now being completed on a production basis.

IDES has developed and is testing several new, advanced workforce outcome metrics, including the mapping of job-to-job flows and measures based on an individual’s primary, or “career” job.

Illinois Department of Human Services (IDHS)

IDHS has revamped its internal data sharing and security process controls processes. In addition, IDHS continues to provide data to support the early childhood matching process described in Section III.B.1 of this Report and Plan.

Illinois State Board of Education (ISBE)

As described in the 2015 Plan, Phase I of ISBE’s data warehouse for elementary and secondary education integrated data from four enterprise systems: Student Information System, Educator Licensure Systems, Employment Information System, and Entity Profile System. ISBE has now completed Phase II, which includes:• A sophisticated audit process that drives the interface of a Data Quality Dashboard for school district administrators• An administrative tool to manage snapshots and data-marts• Automated processing and data-marts related to state and federal reporting• The addition of National Student Clearinghouse data• Incorporating additional career and technical education data

Illinois Student Assistance Commission (ISAC)

ISAC continues the efforts described in the 2015 Report and Plan to move from siloed to connected data systems, with a particular focus on expansion of the Gift Assistance Program (GAP Access) to ISAC’s other gift assistance programs in addition to the Monetary Assistance Program (MAP).

In 2015, ISAC launched an online process to share FAFSA completion information with authorized school officials. This information is now shared through a secure online site, with “click through” authorization processes for school district officials.


B. Establishment of the CDD Administrator and Master Client Index

The signature achievement of the ILDS Governing Board over the prior two years is the establishment of the Centralized Demographic Dataset Administrator (CDDA) and the related Master Client Index (MCI). The CDDA provides an identity resolution system to address the challenge of different state agencies using different identifiers for the same individual. Susie Student may have one identifier in an IDHS early childhood system, which is different than the identifier for Susan Student in the ISBE K-12 system, and different still for Suzie Student in the employment records systems maintained by IDES, even though all of the information is for the same person. The CDDA provides technical review procedures and software to securely and confidentially create an MCI ID tied to the same individual’s records across different agency systems. The MCI provides the backbone technical infrastructure allowing ILDS agencies to assess education and employment outcomes over time. The CDDA is never used to view Susie’s (or Suzie’s) individual outcomes—it is only used to analyze aggregate information involving multiple individuals in ways that ensure no one reviewing the information can identify a particular person.

As described in the following table, since February 2014, the ILDS agencies have undertaken a thorough process to define the scope of the CDDA’s services, administer a competitive process to select a qualified entity, award the contract to the selected entity, execute the necessary data sharing agreements, and establish the initial operations of the CDDA. In 2015, NIU’s Center for Governmental Studies, the entity selected by the ILDS Agencies for the CDDA, established the MCI. To date, approximately 70 million records from six of the seven ILDS agencies have been processed through the CDDA identity resolution system. The seventh agency, IDHS, has finalized its CDDA data sharing agreement with NIU and NIU is in the process of adding its records to the MCI. Moving forward, the CDDA identity resolution system will significantly reduce the effort needed for interagency data sharing. Through FY 2017, as further described in Section III.A, the CDDA will undertake various enhancements to improve its services and continue to support ILDS-related research and end-user services.

Please refer to the 2015 Annual Report & Plan available at www.illinoislds.org for a more detailed description of the scope of the CDD’s services.

Table 4: Defining and Establishing the Centralized Demographic Dataset Administrator (CDDA)

Date Action Taken

February 2, 2014

Discussion on CDD Technical Architecture at WDQI meeting

April 4, 2014 Draft RFP for CDD Administrator discussed with LDS Governing Board

June 16, 2014 RFP for CDD Administrator issued

July 30, 2014 Meeting of RFP review committee to discuss scoring rubric

July 31, 2014 Responses due; two responses received

August 2014 Review Committee analyzes responses and issues recommendation to Governing Board

August 25, 2014

Governing Board confirms Northern Illinois University, Center for Governmental Studies, to serve as the CDD Administrator

October 2014 State Board of Education authorizes multi-year contract with NIU to fund the CDDA

April 2015 ISBE and NIU execute agreement to perform the CDDA services

May – Dec 2015

NIU executes data sharing agreements with six of the seven ILDS agencies for the CDDA

July - Oct 2015 Four ILDS agencies (ISBE, ICCB, IBHE, DCEO) transfer demographic data to NIU; NIU establishes the MCI for these agencies

Nov 2015 – Feb 2016

ISAC and IDES transfer demographic data to NIU; NIU establishes the MCI for these agencies

December 2015

CDDA Dashboard launched; training on dashboard provided to ILDS agencies


CDDA Dashboard Landing Page

C. Progress on End-User Priorities

Since the 2015 report, the ILDS Agencies have performed significant work and achieved a number of accomplishments in the end-user service priorities established by the Governing Board. The 2015 Annual Report and Plan identified a “Quick Win Focus” for

each of the end-user service priority areas, with a goal of accomplishing the quick wins by the end of 2015. The following table identifies the 2015 Quick Win Focus for each priority area, and describes the progress actually achieved as of the date of this Report.

Table 5: Progress on End-User PrioritiesEarly Childhood

Quick Win Focus in 2015 Report Progress to Date

Expand the current IDHS/ISBE data matching process to include information necessary for the Birth to 3 and 3-5 primary metrics included on the Illinois Early Childhood Dashboard designed by the Illinois Early Learning Council

In early 2015, NIU completed an initial child record match of a large data subset across ISBE systems (Preschool for All funded children) and IDHS systems (Child Care subsidy certificate and some subsidy contract-funded children). This merge served as a proof of concept for matching technologies that were deployed for the Centralized Demographic Dataset Administrator. Since the initial data merge, the dataset has been enhanced and expanded to include Excelerate data, site administered data outside of Chicago, and individualized datasets for the Early Childhood Innovation Zones. Birth to 3 information has not yet been included in the project.

Develop plan for public reporting of key dashboard indicators

The Governor’s Office of Early Childhood Development established a plan and template for reporting information through IECAM which includes various metrics on the Illinois Early Childhood Dashboard. Public reporting through IECAM is planned to occur in 2016.


High School to College Success


Include remediation information on the fall 2015 high school report card

In December 2015, the remediation rate of students enrolling in the Illinois Community College System was reported on the Illinois Report Card (http://www.illinoisreportcard.com/) for the State overall, each school district serving grades 9 – 12, and each high school.

Provide individual-level information on high school to college success metrics to authorized district personnel through a secure ISBE-administered portal

Information on certain metrics is being provided by ISBE through its IWAS portal. More robust reports will be delivered through a new ISBE portal in fall 2016.

Review the Chicago Consortium on School Research’s post-secondary metrics for possible expansion statewide

ILDS agency staff have established a plan with the Chicago Consortium on School Research for a statewide pilot and secured preliminary philanthropic support for its implementation.

Community College Feedback


Produce NIU and DePaul community college Feedback reports

ICCB and IBHE developed a template for the Community College Feedback report and received feedback from NIU and other stakeholders. ICCB has the necessary community college data for the project. IBHE is currently processing DePaul and NIU data. ICCB and IBHE will use these two datasets to develop a proof of concept report.

Career Pathways Metrics


Complete and publish the Health Science Career Pathways analysis involving ISBE, ICCB, and IDES

An initial analysis of high school and community college pathway participants has been completed and shared with appropriate agency stakeholders. The data sharing agreement with IDES is being finalized to connect to employment outcomes.

Complete data sharing agreements with three universities to extend the post-secondary education analysis beyond community colleges

After consultation with the agencies, this portion of the analysis is being limited to one university – NIU. The data sharing with IDES is being finalized to connect NIU health science degree participant information to employment outcomes.

Obtain ILDS Agency consensus on a framework to address additional cohorts analyzing adult and out-of-school youth outcomes

This framework will be addressed in the interagency plan for career pathways and talent pipeline reporting described in Section III of this Report and Plan.

60% by 2025


Develop a prototype Illinois supply and demand analysis through Illinois’ participation in the NGA Talent Pipeline Academy

The Workforce Innovation and Opportunity Act (WIOA) State Plan included extensive supply and demand analysis at the state and regional levels. These reports provide the foundation for the interagency supply and demand reporting approach described in Section III of this Report and Plan.

Develop prototype reports for public university progress toward the 60% by 2025 goal

Developing prototype reports for public university progress remains a priority in Section III of this Report and Plan.


Early Childhood Progress: Creating an Unduplicated Count of Children Receiving ServicesPercentage of Preschool for All (PFA) and/or Child Care Assistance Program (CCAP) ParticipantsSchool Year 2014

* The population is 3 to 5 year olds using September 1 as the age cut-off.

*The population is 3 to 5 year olds using September 1 as the age cut-off. ** The higher number of CCAP only participants in the ‘Other’ category (which includes two or more races, unknown, and missing) is due to missing eligibility data.

*The population is 3 to 5 year olds using September 1 as the age cut-off.

Preschool for All (PFA) and/or Child Care Assistance Program (CCAP) Participants by Race/EthnicitySchool Year 2014


*The population is 3 to 5 year olds using September 1 as the age cut-off. ** The higher number of CCAP only participants in the ‘Other’ category (which includes two or more races, unknown, and missing) is due to missing eligibility data.


** The higher number of CCAP only participants in the ‘Other’ category (which includes two or more races, unknown, and missing) is due to missing eligibility data.


Preschool for All (PFA) and/or Child Care Assistance Program (CCAP) Participants by Innovation ZoneSchool Year 2014



High School To College Success Progress:Remediation Rates in Community College Wheeling High School (9–12)

Overall Reading Mathematics Communications

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Remediation Rates in Community College

Class of 2013

School District State

Graduates (N) 439 2,905 138,520

Attending Illinois Community Colleges (N) 161 916 39,922

Attending Illinois Community Colleges (%) 36.7% 31.5% 28.8%

Enrolled in Remedial Courses (N) 59 322 19,427

Enrolled in Remedial Courses (%) 36.6% 35.2% 48.7%


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Health Science Career Pathway Initial AnalysisHealth Science Pathway Industry Certification for High School Class of 2011

Number of Students Enrolled in One or More Heath Pathway Courses in Junior of Senior Year

Number of Participants Attaining CNA*

% of Health Science Pathway Students attaining CNA

Pathway participants 12,707 1,332 10.48%

Pathway concentrators 3,127 470 15.03%

*The number of students attaining CNA is an approximate estimate since partial data from IDPH does not include date of birth

Health Science Pathway Student Transition to Community College Programs for HS Class of 2011

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% Enrolled in Health Scienceprogram at Illinois

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% Earned a Degree/Certi�cate from Illinois

Community Colleges

% Enrolled FT in IllinoisCommunity Colleges

68.25%73.23%

20.77%24.37%

17.44%22.18%

63.35% 66.16%

Pathway Participants

Pathway Concentrators

WIOA Sector Report Illinois Health Care Industry Sector

2012-2022 Employment Change Location Quotient by 2014 Employment

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* The size of the bubble represents the number of employees within that sector. The X axis represents the growth expected by 2022. The Y axis Location Quotient (LQ) measures Illinois’ specialization in that sector relative to the nation as a whole (e.g. an LQ of 1 means that the state and nation are equally specialized in that sector.)


D. New Governing Board Committee Structure

The 2013 Intergovernmental Agreement establishing the ILDS Governing Board called for the creation of five committees to support the Governing Board’s work. In August 2015 the Board voted to replace the five-committee structure with two committees. Some of the charges to the prior committees were assigned to these two new committees. However, in order to obtain external input and advice on the Governing Board’s work, the Governing Board elected to primarily rely on other existing bodies, including the Data Assessment and Accountability Committee of the P-20 Council, the Data Research and Evaluation Committee of the Early Learning Council, and the Illinois Education Research Council. One important goal of this proposed approach is minimizing the burden on agency staff time through fewer committee assignments while still ensuring robust external input into the operations of the ILDS Governing Board.

The two remaining ILDS committees include:1) An interagency ILDS Technical Group, with the

following responsibilities:•Creating an inventory of currently available data

within the ILDS agencies,•Making recommendations for data elements for

the Centralized Demographic Dataset, •Recommending consistent data standards and

definitions for all ILDS agencies,•Recommending procedures to ensure that

restricted data are masked,

•Recommending the technical specifications necessary to carry out ILDS functions and to establish an electronically secure environment (including the configurations of systems, hardware, software, networking, and network infrastructure solutions), and

•Providing necessary expertise and consultation on data file construction for the ILDS functions as well as on the delivery of data to and from the Centralized Demographic Dataset and any other ILDS-related datasets.

2) An ILDS Technical Advisory Committee, which would be comprised primarily of advisors who are not appointed to the ILDS Governing Board. This Committee will provide input on best industry practices for data security and technical architecture.

E. Launch of the ILDS Website

An effective communication strategy is an essential component of an open mechanism of communication between stakeholders in the ILDS process. During the past year, a new website for the ILDS was launched: www.illinoislds.org. This website provides background information on the ILDS; information on each of the priority areas; links to each of the ILDS agency websites; a resources section to learn more about ILDS, the partner agencies, related initiatives, and using data for program improvement; and contact information to send questions on the ILDS. DCEO and Southern Illinois University’s Center for Workforce Development lent their resources and expertise to develop and launch the website. The ILDS Governing Board will continue to update and expand the website as projects move forward.


F. Illinois Data FIRST Grant

In September 2015, ISBE received a four-year, $7,000,000 grant from the U.S. Department of Education. The grant, titled The Illinois Data for Fiscal and Instructional Results, Study, and Transparency (Illinois Data FIRST) includes a series of related efforts that will enable state policymakers, educators, learners, and members of the public to access information from the ILDS more quickly and easily to support and improve state and local resource allocations, instruction, and learner outcomes.

The grant has two key focus areas: (i) fiscal equity and return on investment and (ii) instructional support. The fiscal equity and return on investment

(ROI) project components will strengthen the ability of the state, school districts, and early childhood centers to better allocate resources to improve education outcomes. The instructional support components will build the infrastructure to standardize and automate data collection by ISBE, and provide a centralized identity management service to facilitate educator access to reports and applications to improve instruction. The instructional support components also will include incorporating into a dashboard suite information maintained by other ILDS partners, such as early childhood program participation, attainment of college credit while in high school, post-secondary education enrollment and attainment, and attainment of industry-based certifications.


III. Plan and Budget Through FY 2017Through state FY 2017 (ending on June 30, 2017),

the ILDS Governing Board will prioritize the following five categories of activities for the ILDS:

A. Enhancing the CDD Administrator’s services B. Continuing progress on the five identified end-user

priorities, with the addition of one new priority area

C. Establishing interagency master data sharing agreements that address dataset maintenance and usage for multiple purposes

D. Streamlining processes for external partner utilization of ILDS data

E. Aligning ILDS activities with the Illinois Healthcare and Human Services Innovation Incubator (i2) project

A. Enhancing the CDD Administrator’s Services

Following the establishment of the CDD in 2015, the CDD Administrator’s services through FY 2017 will focus on regular updates, ongoing maintenance, and system enhancements. Each of the ILDS Agencies will continue to provide data to the CDD Administrator in accordance with the agreed-upon schedule. The CDD Administrator will then de-duplicate and standardize the data, link it to data from other agencies, and assign the Master Client Index ID. The CDD Administrator’s maintenance and administrative activities will include monitoring data transactions, reporting through the CDDA Dashboard, and hardware and software evaluation and upgrades as needed. In addition, the CDD Administrator will provide support to the ILDS Agencies to use the Master Client Index for interagency data merges, including training and user guides for agency staff.

B. Objectives for End-User Priorities

Through FY 2017, the ILDS Agencies will continue to focus on the five end-user priority areas identified in the original report: 1. Early Childhood 2. High School to College Success 3. Community College Feedback 4. Career Pathways Metrics 5. 60% by 2025

However, the area of Career Pathways Metrics is being renamed as Career Pathways & Talent Pipeline Analysis to more accurately reflect the types of project activities that are occurring within this priority area.

In addition, a new Teacher Preparation priority area is being added to use ILDS data to analyze outcomes associated with teacher preparation programs throughout the state.

For each of these areas, the following tables summarize:• “Quick win” goals updated from the 2015 plan to

complete by the end of calendar year 2016.•Updated longer-term objectives for the development

of more detailed work plans. The work plans will identify actions needed to achieve the objectives, and responsible agencies and timelines for carrying out those actions.

Over the course of the next year, the ILDS Agencies involved in each of the priority areas will continue to execute related project activities and, if necessary, modify the longer-term objectives to reflect feasibility and staff and budgetary capacity.


Early Childhood ILDS Agencies

Quick Win Focus • Complete the initial phase of the early childhood matching project to include all DHS data files for site-administered child care contracts

ISBE, IDHS

• Incorporate Head Start data into the early childhood matching project to obtain a more complete unduplicated count of children ages 3-5 in publicly funded early childhood programs

ISBE, IDHS

• Expand the early childhood matching project to include birth to age 3 programs, including programs funded under IDEA Parts B and C and home visiting programs

ISBE, IDHS

• Include reports resulting from the early childhood matching project on a publicly accessible Illinois Early Childhood Services Dashboard as a feature of the Illinois Early Childhood Asset Map (IECAM) website

ISBE, IDHS

Longer-Term Objectives • Establish agreements with qualified research partners to address the early childhood return on investment research project in the Illinois Data FIRST grant, and priority research questions within the Early Learning Council research agenda curated by the Data, Research, and Evaluation Committee

ISBE, IDHS

• Determine how the ILDS can support workforce analysis within the early childhood field

ISBE, IDHS, ICCB, IBHE, IDES

High School to College Success ILDS Agencies

Quick Win Focus • Provide individual-level information on high school to college success metrics to authorized district personnel through a secure ISBE-administered portal

ISBE, ICCB, IBHE, ISAC

• Early college credit: Utilize ICCB, IBHE, and ISBE data to: (i) report AP & dual credit participation on the Illinois Report Card; (ii) validate ISBE’s dual credit data collection from high schools; and (iii) identify dual credit participation in 4-year institutions

ISBE, ICCB, IBHE

• Provide reports on FAFSA completion available to high school administrators and counselors

ISBE, ISAC

• To & Through: Undertake a pilot project with the Urban Education Institute at the University of Chicago to: (i) determine the feasibility of using ILDS data for future To & Through reports; (ii) establish appropriate To & Through indices and reports for 2-year and 4-year institutions; (iii) determine the feasibility of state production of reports both within and outside of Chicago; and (iv) explore utilization of cohort data for reports

ISBE, ICCB, IBHE

Longer-Term Objectives • Establish public remedial education reports that distinguish between co-requisite and traditional developmental education participation

ISBE, ICCB, IBHE

• Expand high school to college success reporting through both the Illinois Report Card and the ISBE-administered school district portal to include other metrics identified by the ILDS Agencies, such as credit attainment and persistence


• Develop and implement a plan to publicize and increase the usage of high school to college success reports for local secondary and post-secondary education alignment



Community College Feedback ILDS Agencies

Quick Win Focus • Produce NIU and DePaul community college feedback reports as a pilot implementation

ICCB, IBHE

Longer-Term Objectives • Produce reports for all Illinois public universities, and provide training on their use to universities and community colleges

ICCB, IBHE

Career Pathways & Talent Pipeline Analysis ILDS Agencies

Quick Win Focus • Complete the WDQI Health Science Career Pathways analysis by NIU

ISBE, ICCB, DCEO, IDES

• Complete and publish the Talent Pipeline Management data analysis of Vermillion Advantage in the Danville region

ISBE, ICCB, DCEO, IDES

• Using lessons learned from WIOA, the ICCB Workforce Education Strategic Plan Regional Forums, and Higher Education Commission on the Workforce data analysis projects, develop an ILDS agency plan for a sustainable, repeatable occupational supply and demand reporting process for all regions and public post-secondary institutions in Illinois

ISBE, ICCB, IBHE, ISAC, DCEO, IDES

• Develop a prototype “graduate economic profile” tool providing career outcome information for certain degree programs at post-secondary institutions

ISAC, ICCB, IBHE, IDES, DCEO

• Define a preliminary career pathways and talent pipeline research agenda

ISBE, ICCB, IBHE, ISAC, DCEO, IDES, IDHS

Longer-Term Objectives • Integrate the findings and lessons learned from the WDQI and Talent Pipeline Management projects to establish a consistent, repeatable sector- and regionally-based approach for career pathways and talent pipeline reporting for in-school youth, out-of-school youth, and adult learners


• Implement the ILDS agency plan for supply and demand reporting to provide a consistent supply and demand roadmap for state-level planning, regions, and post-secondary institutions


• Establish agreements with qualified research partners to address priority questions in the career pathways and talent pipeline research agenda

ISBE, ICCB, IBHE, ISAC, DCEO, IDES, IDHS

• Operationalize the graduate economic profile tool ISAC, ICCB, IBHE, IDES, DCEO

60% by 2025 ILDS Agencies

Quick Win Focus • Launch initial version of community dashboards with key education and workforce metrics to support local progress monitoring toward the 60% by 2025 goal

All data is being drawn from other projects for this dashboard

• Define certifications with labor market value that will be included in the 60% by 2025 calculations

ICCB, IBHE, IDES

• Use information from ICCB’s participation in the National Certification Consortium to understand identify resolution mechanisms needed to incorporate industry certification completion data to count toward the 60% by 2025 goal (in addition to post-secondary credential information from ICCB and IBHE)

ICCB

• Develop prototype reports for public university progress toward the 60% by 2025 goal

IBHE


60% by 2025 (continued) ILDS Agencies

Longer-Term Objectives • Incorporate Private Business and Vocational School (PBVS) data collected by IBHE into the 60% by 2025 count

IBHE

• Operationalize statewide and regional reports including community college, public university, PBVS, and certification data

ICCB, IBHE

Teacher Preparation ILDS Agencies

Quick Win Focus • Develop an interagency plan to use ILDS data to better understand employment outcomes of teacher preparation graduates, and better connect teacher preparation and student outcome data

ISBE, IBHE, ISAC, IDES

Longer-Term Objective • Operationalize the interagency plan ISBE, IBHE, ISAC, IDES

C. Interagency Master Data-Sharing Agreements

During the planning for this Report and Plan, many ILDS agencies identified the challenges associated with entering into stand-alone data sharing agreements for the various projects in the ILDS priority areas. For example, while ISBE and ICCB merged data to report remedial education information on the Illinois Report Card, the agreement only addressed a one-term merge and did not allow for ongoing analysis and reporting.

By fall 2016, the ILDS agencies will establish master data sharing agreements addressing, at minimum, the priority areas of Early Childhood, High School to College Success, and Career Pathways & Talent Pipeline Analysis. These data sharing agreements will enable the agencies to use the same form across multiple projects, with each new project only requiring an agreed-upon scope and data-sharing specifications. More importantly, these agreements will address:

•Ongoing storage, maintenance, and utilization of merged datasets for continued analysis and multi-year reporting processes

•Access to merged datasets by appropriately authorized agency staff and stakeholders for analytics purposes

• Effective utilization of the Master Client Index for matching across agencies

D. Streamlining Procedures for External Partners

Several of the objectives for end-user priorities involve ILDS partnerships with external organizations, including addressing priority research questions within the Early Learning Council research agenda and the pilot project for expanding To & Through reporting. However, to date, external partners seeking to utilize data from multiple ILDS agencies must navigate each individual agency’s data sharing review and agreement procedures. The ILDS agencies have commenced a review of a common data sharing agreement template that can be used for projects involving multiple ILDS agencies and a third-party organization. In addition, the agencies have begun the process of aligning their security and process controls questionnaires into a common form. By fall 2016, the ILDS agencies will finalize and publicize a common interagency data sharing agreement template and common security and process controls questionnaire that will significantly streamline and facilitate the process of sharing data with external partners for end-user priorities. Access to specific ILDS agency(ies) data will still require consent from the ILDS agency(ies) via its separate processes and protocols, although the goal will be to align and coordinate these to the extent feasible. The ILDS agencies will also explore the establishment of de-identified datasets that can be accessed through a streamlined process (although still involving a data sharing agreement and security and process controls questionnaire).


E. Aligning with the Healthcare and Human Services Innovation Incubator (i2) Project

The Illinois Healthcare and Human Services Innovation Incubator (i2) project is an initiative of the Governor to produce a 360-degree view of a person across all state healthcare and human service agencies. The goals of i2 include more efficient and customer-centric healthcare and human service delivery, as well as more effective program management by State agencies. The i2 project shares many of the same technical approaches of the ILDS, including matching identifies across disparate agency datasets, standardizing data models across agencies, producing integrated datasets for analytics and reporting, and streamlining and standardizing data sharing procedures.

Policy and technical staff for ILDS and i2 have commenced discussions to explore areas for collaboration and alignment of these project spaces. In particular, the ILDS’ identity resolution solution through the CDD Administrator can inform and potentially be replicated for the i2 project. In 2016, the ILDS Agencies and those involved in i2 will test integration of the ILDS and i2 projects through one or more pilot projects. A detailed plan and scope for the ILDS/i2 pilot projects will be established by July 2016.

FY 2017 Budget The expenses of ILDS implementation include

shared costs for the overall ILDS effort that are not specific to any one agency, and the expenses of intra-agency enhancements and the development of end-user reports that, in the past, have typically either been:

•undertaken by agency staff, • funded through agency operating budgets, or• funded through federal grant sources (such as the

SLDS, WDQI, and Race to the Top Early Learning Challenge grants).

The FY 2017 budget for the shared costs of the ILDS is shown in Table 1, which includes the budget for the CDD Administrator and the Governing Board and Committee staffing. In addition, with a number of ILDS-related federal grants ending in the next year, the ILDS agencies will need to specify additional resource needs to address key ILDS-related priorities.

TABLE 6: FY 2017 Budget CDD Administrator and Governing Board/Committee Staffing

FY 2017 Budget:CDD Administrator and Governing Board/Committee Staffing

A. CDD Administrator

Budget from July 1, 2016 through June 30, 2017

• Staffing support, equipment, software, upgrades, maintenance, training

$250,000

B. Governing Board/Committee Staffing

FY 2017 Budget

• Staffing support based on continuation of FY 2016 staffing levels*

*FY 2016 staffing support was funded by philanthropy. Continued philanthropic support will be sought for FY 2017 staffing.

$60,000


IV. BENCHMARKING AGAINST THE P-20 ILDS ACTThe P-20 Longitudinal Education Data System Act

(105 ILCS 13/1 et seq.) (“P-20 ILDS Act”) establishes a number of requirements and expectations for ISBE, ICCB, and IBHE in order to develop a robust state longitudinal education data system. This Section of the Report & Plan identifies the key requirements and expectations of the P-20 ILDS Act and summarizes the status of the agencies’ efforts against those requirements and expectations. The 2015 status is also included for comparative purposes.

Most of the P-20 ILDS Act requirements and expectations are “subject to the availability of funding through appropriations made specifically for the

purposes of ” the Act. While ISBE has received appropriations to expend its federal IES grant awards, only limited State appropriations have been made to the agencies for longitudinal data system-related purposes.

Many of the expectations of the P-20 ILDS Act cannot simply be categorized as “complete” or “incomplete”, and instead should be viewed as objectives for a continuous improvement process. By annually benchmarking progress against these requirements and expectations, the ILDS Agencies can determine the extent to which the General Assembly’s priorities for a longitudinal education data system are being fulfilled.

TABLE 7: Benchmarking Against the P-20 ILDS Act

Agreement(s) to Link P-20 Education Records (105 ILCS 13/15(a))

Act Requirement/Expectation 2015 Report Status Current Status

ISBE, ICCB, and IBHE shall jointly establish and maintain a longitudinal data system by entering into one or more agreements that link early learning, elementary, and secondary school student unit records with institution of higher learning student unit records.

In 2009, ISBE, ICCB, and IBHE entered into an intergovernmental agreement to link student unit records for the purpose of producing the High School to College Success Report. This agreement also allowed ISBE’s Unique Student ID to be shared with ICCB and IBHE, and established a framework for other data sharing arrangements. The ILDS Intergovernmental Agreement, effective as of June 30, 2013, also addresses the requirements of this Section of the Act.

Same as 2015

ISBE Data Warehouse and System Elements (105 ILCS 13/15(c))


On or before June 30, 2013, subject to the availability of funding through appropriations made specifically for the purposes of this Act, ISBE must establish a data warehouse that integrates data from multiple student unit record systems and supports the uses and functions of the longitudinal data system as specified in the Act.

A data warehouse that includes the ISBE Student Information System, the Educator Licensure Information System, the Employment Information System, and the Entity Profile System was completed.

Phase II of the ISBE data warehouse has been completed – please see Table 3 for a complete description.


ISBE’s data warehouse and data systems must include ten specific elements (which are derived from the Data Quality Campaign’s “10 Essential Elements), including the ability to match student records from year to year to measure growth, the ability to match teachers and administrators with students, student level transcript information from middle and high schools, and the ability to match ISBE’s records with institution of higher learning systems.

ISBE’s data systems fully address all ten required elements of the Act.

Same as 2015

Uses and Functions of the Longitudinal Data System (105 ILCS 13/15(b))


On or before June 30, 2013, subject to the availability of funding through appropriations made specifically for the purposes of this Act, ISBE, ICCB, and IBHE are required to improve and expand the longitudinal data system to enable them to perform or cause to be performed thirteen specific uses and functions. Each of these is listed below with an assessment of status.(1) Reduce, to the maximum extent possible, the data collection burden on school districts and institutions of higher learning by using data submitted to the system for multiple reporting and analysis functions.

ISBE, ICCB, and IBHE are all seeking to reduce redundant data entry by school districts and institutions of higher learning. ICCB’s sophisticated systems allow it to use data collected once for multiple purposes. ISBE has eliminated 11 data collections in the last 7 years and has initiated a process to further utilize individual-level collections to eliminate duplicative aggregate collections.

In an effort to reduce the reporting burden on the Illinois Community College System, ICCB completed a policy/environmental scan of data elements and submissions within its Management Information System. Redundant data collection elements and submission will be eliminated beginning in FY 2017 for more efficient Illinois Community College System reporting processes.

(2) Provide authorized officials of early learning programs, schools, school districts, and institutions of higher learning with access to their own student-level data, summary reports, and data that can be integrated with additional data maintained outside of the system to inform education decision-making.

The Illinois Report Card (illinoisreportcard.com) provides a wealth of information for every public school in the State, including academic progress, school environment, and student characteristic information. The ISBE reports portal, contracted for completion in 2015, will provide additional reporting functionality. ICCB also provides extensive reports for community college constituents through its website. Both ISBE and ICCB allow authorized persons to export data submitted to the agencies’ systems. IBHE is in the process of reviewing how data it collects can be provided back to institutions of higher learning.

In addition, the ISBE website is undergoing a redesign. An education data area is being developed and content is being added to the site. The site will be launched in 2016.

The redesigned ISBE website will be launched in fall of 2016.

In March, 2016, ICCB launched an enhanced Data and Research website that increases transparency and public accountability with different stakeholders. The new user-friendly website centralizes ICCB’s substantial data products related to institutional efficiency, learning effectiveness, and college completion.


(3) Link data to instructional management tools that support instruction and assist collaboration among teachers and post-secondary instructors.

The Illinois Shared Learning Environment (ISLE) (www.ilsharedlearning.org) is a key State-funded initiative for delivering instructional management tools to front-line educators. Sponsored by ISBE and DCEO and developed in partnership with school districts and universities, ISLE is intended to drive academic achievement and career success for all lifelong learners in Illinois by enabling personalized learning through open and accessible technologies. ISLE provides an online platform that will empower educators and learners with integrated data and tools to support instruction and learning, including dashboards, learning maps, resource search tools, and collaboration features. ISLE is being launched in two pilot districts in spring 2014, and will be expanded to the 35 school districts participating in the State’s Race to the Top application over the following two school years.

Almost all of the 35 Race to the Top school districts have integrated data with ISLE. Approximately 10 Illinois school districts will be utilizing the ISLE educator dashboard by the end of the 2016-17 school year, with planned scaling to additional school districts in the subsequent school year.

Progress continues with school districts on the launch of the ISLE educator dashboard. Through the Illinois Data FIRST grant, components of the ISLE educator dashboard will be integrated into the instructional support dashboard suite available to all school districts.

(4) Provide data reporting, analysis, and planning tools that assist with financial oversight, human resource management, and other education support functions.

ISBE plans to include teacher and administrator unit record data in its data warehouse and will create reports on its reports portal to support this use.

ISBE is planning to include district funding reports and teacher/administrator reports on its district portal.

Phase I of the ISBE data warehouse included ISBE’s teacher and administrator unit record data. The Illinois Data FIRST grant, described in Section II.F, will include:

• The expansion of the data warehouse to include information from four key fiscal-related systems,

• The linkage of fiscal data to other data within the data warehouse,

• The availability of fiscal data at the individual school and early childhood site level, and

• Robust reports for district administrators, principals, and members of the public on whether people and money are being targeted to address student needs and instructional priorities


(5) Improve student access to educational opportunities by linking data to student college and career planning portals, facilitating the submission of electronic transcripts and scholarship and financial aid applications, and enabling the transfer of student records to officials of a school or institution of higher learning where a student enrolls or seeks or intends to enroll.

ISAC has sponsored the College Illinois Transcript Exchange (CITE). CITE enables high schools to send, at no cost, transcripts and other documents to Monetary Award Program (MAP) approved colleges and colleges in the Midwest Higher Education Compact. The system is also integrated with the online Common Application. In addition, ISAC has completed Phase I of a student portal with an application for post-secondary education planning, an application supporting financial literacy, and access to IDES’ Career Information System.

ISAC continues to enhance the student portal system.

ICCB launched a new website with a dedicated student section that contains state and national resources related to college and career planning and college cost.

(6) Establish a public internet web interface that provides non-confidential data reports and permits queries so that parents, the media, and other members of the public can more easily access information pertaining to statewide, district, and school performance.

The Illinois Report Card, discussed under Item 2, addresses this expectation. ISBE’s data warehouse will enable it to provide more advanced reporting features through a reports portal that will build from the current Illinois Report Card site. ICCB delivers a substantial amount of reports to the community college system on the ICCB website and also provides access-controlled web portals that house institutional performance indicators and metrics. In addition, the WDQI project has established consumer information recommendations for workforce programs that will be aligned with education reports.

Same as 2015

(7) Establish a public internet web interface that provides non-confidential data reports and permits queries so that parents, the media, and other members of the public can more easily access information pertaining to statewide, district, and school performance.

The Illinois Report Card, discussed under Item 2, addresses this expectation. ISBE’s data warehouse will enable it to provide more advanced reporting features through a reports portal that will build from the current Illinois Report Card site. ICCB delivers a substantial amount of reports to the community college system on the ICCB website and also provides access-controlled web portals that house institutional performance indicators and metrics.

Through linkage of data between ISBE and ICCB, a remediation rate of students enrolling in the Illinois Community College System was included on the Illinois Report Card in fall/winter 2015.


(8) Provide research and reports to the General Assembly that assist with evaluating the effectiveness of specific programs and that enable legislators to analyze educational performance within their legislative districts.

ISBE, ICCB, and IBHE all prepare numerous standardized and ad hoc reports for the General Assembly. The IllinoisData.com website currently under development by NIU’s Center for Government Studies will be able to inform the ILDS with applications providing data aggregation and reporting for a variety of areas (e.g. legislative, county, K-12, community college, and other districts). This capability will build on Census information and other publicly available databases containing demographic, economic, and social indicators. As ILDS information is geo-coded, it could be synched with this public data to provide more robust informational profiles for a range of geographic areas.

Other tools are being explored to address this goal. In particular, the technical infrastructure for the 60% by 2025 community dashboards discussed in Section III can be used to analyze data by legislative district.

(9) Allow the State Education Authorities to efficiently meet federal and State reporting requirements by drawing data for required reports from multiple State systems.

ISBE’s data warehouse contract includes automation of the agency’s reports to the U.S. Department of Education’s Education Data Exchange Network (EDEN) system by allowing the capture of data across multiple systems. ICCB’s systems facilitate the submission of data for Integrated Post-secondary Education Data System (IPEDS) and other federal programs such as Perkins and WIA/WIOA Adult Education. IBHE is assessing its ability to use its recent institutional data collections for IPEDS purposes.

Same as 2015

(10) Establish a system to evaluate teacher and administrator preparation programs using student academic growth as one component of evaluation.

ISBE is contracting with an analytics tool provider to perform an initial investigation of the agency’s data in this area.

This area is now a focus of the ILDS FY 2017 Plan, as discussed in Section III.

(11) In accordance with a data sharing agreement entered into between the State Education Authorities and the Illinois Student Assistance Commission, establish procedures and systems to evaluate the relationship between need-based financial aid and student enrollment and success in institutions of higher learning.

ICCB has shared data agreements with ISAC to track degree production for financial aid students. At-risk student degree attainment, i.e., student receiving financial aid, is an Illinois Community College System Performance Based Funding Metric. In addition, public reports and analytical tools developed for the following priorities (as discussed in Section III.A.3 of this Plan and Report) will enable an evaluation of the relationships between financial aid and student outcomes: High School to College and Employment Success, Community College Feedback, Career Pathways Metrics, and 60% by 2025.

ISAC and ICCB are collaborating to establish data system linkage processes to measure MAP recipient progress and performance in higher education to meet House Resolution 296.


(12) In accordance with data sharing agreements entered into between the State Education Authorities and health and human service agencies, establish procedures and systems to evaluate the relationship between education and other student and family support systems.

The Early Childhood public reports and analytical tools discussed in Section III.A.3 of this Plan and Report will address this use area.

Same as 2015

(13) In accordance with data sharing agreements entered into between the State Education Authorities and employment and workforce development agencies, establish procedures and systems to evaluate the relationship between education programs and outcomes and employment fields, employment locations, and employment outcomes.

ICCB’s CTE Earnings and Employment web portal, discussed in Section III.A.3 of this Plan and Report, addresses this use area. As discussed in this Plan and Report, this web portal can be expanded and enhanced through ILDS governance system activities.

ICCB is renewing and establishing data sharing agreements with IDES related to the CTE Earnings and Employment web portal, the Health Science Career Pathways Analysis initiative, Talent Pipeline Management Data Analysis of the Vermillion Advantage project, National Certification Consortium, and as part of federal accountability reporting for Perkins and WIOA. This area is a focus of the ILDS FY 2017 Plan as discussed in Section III.

External Evaluation (105 ILCS 13/40)


Subject to the availability of funding through appropriations made specifically for the purposes of this Act, ISBE, ICCB, and IBHE are directed to contract with an independent outside evaluator to develop a report that includes, without limitation, (i) an evaluation of the extent to which the system is being developed and operated to achieve the purposes, objectives, and requirements of the Act, (ii) an evaluation of the oversight and governance of the system by the agencies and any recommendations to improve oversight and governance, and (iii) an evaluation of the security measures and procedures developed by the agencies to protect personally identifiable information.

This evaluation and report has never been funded or carried out.

Same as 2015

CONCLUSIONThe ILDS Agencies have made substantial progress

to establish the ILDS governance system, establish the Centralized Demographic Dataset Administrator, and proceed on priorities for end-user services. To achieve the State’s objectives for a useful and robust longitudinal system that supports analysis and understanding of lifelong education and workforce policies and programs, the agencies will remain aggressive with our collective work and continue

to track progress against the objectives described in this document. Ultimately, ILDS governance is a continuous process of improvement. The ILDS Agencies have established an aggressive set of priorities for the next 18 months which they hope will receive broad support and establish a clear direction for future activities.

2016 ILDS Annual Report & Plan

Government & Nonprofit

Transcript of 2016 ILDS Annual Report & Plan