Boudett, City & Murnane (2006) Harvard Education Letter
All birds have wings – the difference is some fly, while others walk.
“ Say . . . We’re organized the same, but they are making greater progress.
K-12 Curriculum Instruction Assessment Plan Direction of Flight
Intentional & focused
District Technology Plan District Budget Plan Progress High School Improvement Plan Cheers Elementary School Improvement Plan Hope Middle School Improvement Plan Hardy Elementary School Improvement Plan Hardy Elementary School Improvement Plan District Transportation Plan District Special Services Plan
“ We use data to paint a current reality in our schools.”
Nine Characteristics of High-Performing Schools Frequent monitoring of learning & teaching High standards & expectations for all students High levels of family & community involvement A supportive learning environment High levels of collaboration & communication A clear & shared focus Curriculum, instruction & assessments aligned Focused professional development Effective school leadership
9. High levels of family and community involvement.
A clear portrait of student success requires multiple assessment measures .
T eacher judgment, observation, expectations P arent assessment, information, expectations C lassroom assessment – teacher developed S tandardized, norm-referenced assessment W ASL state assessment S tandards-based curriculum assessment measures
Programs Perceptual Learning Demographics Perspective on the 4 domains of data
Enrollment Attendance Dropout rate Ethnicity Gender Grade level -- Over time, demographic data indicate changes in the context of the school. Description of school programs and processes Perception of learning environment Values and beliefs Attitudes Observations
Teacher observations of abilities
-- Over time, school processes show how classrooms change. -- Over time, perceptions can tell us about environmental improvements. -- Over time, student learning data give information about student performance on different measures. TELLS US: Student participation in different programs and processes. TELLS US: What processes/programs work best for different groups of students with respect to student learning. TELLS US: The impact of demographic factors and attitudes about the learning environment on student learning. TELLS US: If groups of students are “experiencing school” differently. TELLS US: What processes/programs different groups of students like best. TELLS US: If a program is making a difference in student learning results. TELLS US: The impact of student perceptions of the learning environment on student learning. TELLS US: The impact of the program on student learning based upon perceptions of the program and on the processes used. Allows the prediction of actions, processes, programs, that best meet the learning needs of all students. Multiple Measures of Data: Paying Attention to Busy Intersections SOURCE: Data Analysis for Continuous School Improvement, 2 nd edition, by Victoria L. Bernhardt (Larchmont, NY: Eye on Education, 2004). Reprinted with permission. DEMOGRAPHICS PERCEPTONS STUDENT LEARNING SCHOOL PROCESSES
Look across your district system to understand what systems and processes you have in place to impact outcomes (increase student learning).
Identify challenges and opportunities in a non-personal way
Look at systems and programs over time and make corrections for what “isn’t working” and understand what “is working”
Quantify progress and share with stakeholders
Use data to support decisions
Student Success Success Without Feedback is an Accident! Study and Select Research-based Practices Assess Readiness to Benefit Collect Sort and Analyze Data Build and Analyze Portfolio Set and Prioritize Goals Implement and Monitor Plan Evaluate Plan’s Impact on Student Achievement Craft Action Plans
“ Our WSU superintendent certificate program has become a place where students enjoy coming to watch faculty work very hard. However, some of us are more interested than others.” 09-11 Cohort Student