Perspectives on Using Data in School Improvement

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Perspectives on Using Data in School Improvement
Dr. Victoria Bernhardt, Education for the Future Initiative, Dr. Sean alford, Chief Instructional Services Officer, Beaufort County, SC., Dr. Andy Hegedus, Senior Manager, Professional Data Analytics, and Amy Gordon, Partner District Representative, NWEA
Fusion 2012, the NWEA summer conference in Portland, Oregon

Using data is crucial in school improvement processes. We are bringing three perspectives together in a conversation and question and answer session to learn more about how others are effective in the work they do to improve schools. Hear from an outstanding NWEA partner, Dr. Victoria Bernhardt - author and Executive Director, Education for the Future Initiative, and an NWEA Professional Development Consultant, all with extensive practical experience and great stories to tell.

Learning outcome:
- Develop a broader perspective on using data in a school or district improvement process
- Identify new ideas for leveraging data in systemic improvement

Audience:
- Experienced data user
- Advanced data user
- District leadership
- Curriculum and Instruction

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Perspectives on Using Data in School Improvement

  1. 1. UNLOCK THE POWER OF DATA FOR CONTINUOUS SCHOOL IMPROVEMENT Fusion 2012 NWEA Summer Conference Victoria L. Bernhardt Education for the Future vbernhardt@csuchico.edu http://eff.csuchico.edu THINGS THAT NEED TO HAPPEN !! Teachers and administrators must believe that all children can learn. !! Schools must honestly review their data, especially classroom. !! There must be one vision. !! There needs to be one plan to implement the vision. THINGS THAT NEED TO HAPPEN !! Curriculum, instructional strategies, and assessments must be aligned to the Common Core State Standards. !! Staff need to collaborate and use student, classroom, and school level data related to standards implementation.Victoria L. Bernhardt, Education for the Future, Chico, CA (http://eff.csuchico.edu). Page 1 of 15
  2. 2. THINGS THAT NEED TO HAPPEN !! Staff need professional development to work differently. !! Schools need to rethink their current structures, and avoid add-ons. WHAT IS THE HARDEST PART FROM YOUR PERSPECTIVE? !! Beliefs that all children can learn. !! Schools honestly reviewing their data. !! One vision. !! One plan to implement the vision. !! Curriculum, instructional strategies, and assessments aligned to standards. !! Staff collaboration and use of data related to standards implementation. !! Staff professional development to work differently. !! Rethinking current structures to avoid add-ons. !Victoria L. Bernhardt, Education for the Future, Chico, CA (http://eff.csuchico.edu). Page 2 of 15
  3. 3. Victoria L. Bernhardt, Education for the Future, Chico, CA (http://eff.csuchico.edu). Page 3 of 15
  4. 4. Multiple Measures of Data Allows the prediction of Over time, Tells us: actions/processes/programs demographic What processes/programs data indicate different groups of that best meet the learning changes in the students like best. needs of all students. context of the school. Tells us: If groups of students Tells us: are “experiencing Student participation school” differently. in different programs and processes. DEMOGRAPHICS Tells us: Enrollment, Attendance, The impact of Over time, demographic factors Drop-Out Rate school processes Ethnicity, Gender, and attitudes about the show how Grade Level learning environment classrooms on student learning. change. Perceptions of Learning Environment SCHOOL PROCESSES PERCEPTIONS School Programs Values and Beliefs Description of and Processes Observations Attitudes Over time, perceptions can tell us about environmental improvements. Standardized Tests Norm/Criterion-Referenced Tests Tells us: Teacher Observations of Abilities What processes/ Formative Assessments programs work best Tells us: for different groups The impact of STUDENT LEARNING student perceptions of students with respect to student learning. of the learning environment on student learning. Tells us: Tells us: The impact of the program on Over time, If a program is making student learning based upon student learning data a difference in student perceptions of the program give information about learning results. and on the processes used. student performance on different measures.© Education for the Future, Chico, CA (http://eff.csuchico.edu) Victoria L. Bernhardt, Education for the Future, Chico, CA (http://eff.csuchico.edu). Page 4 of 15
  5. 5. DATA-DRIVEN DECISION MAKING Reasons to Collect and Use Data— !! Find out where you are !! To understand how you got there !! Plan !! Evaluate !! Predict DEMOGRAPHICS ARE IMPORTANT DATA !! Describe the context of the school and school district. !! Help us understand all other numbers. !! Are used for disaggregating other types of data. !! Describe our system and leadership. DEMOGRAPHICS !! Enrollment !! Gender !! Ethnicity / Race !! Attendance (Absences) !! Expulsions !! SuspensionsVictoria L. Bernhardt, Education for the Future, Chico, CA (http://eff.csuchico.edu). Page 5 of 15
  6. 6. DEMOGRAPHICS (Continued) !! Language Proficiency !! Indicators of Poverty !! Special Needs/Exceptionality !! IEP (Yes/No) !! Drop-Out/Graduation Rates !! Program Enrollment STAFF DEMOGRAPHICS !! School and Teaching Assignment !! Qualifications !! Years of Teaching Total/School !! Gender, Ethnicity !! Additional Professional Development WHAT STUDENT DEMOGRAPHIC DATA ELEMENTS CHANGE WHEN LEADERSHIP CHANGES? !! Enrollment !! Language Proficiency !! Gender !! Indicators of Poverty !! Ethnicity/Race !! Special Needs/ Exceptionality !!Attendance (Absences) !! IEP (Yes/No) !! Expulsions !! Drop-Out / Graduation Rates !! Suspensions !! Program EnrollmentVictoria L. Bernhardt, Education for the Future, Chico, CA (http://eff.csuchico.edu). Page 6 of 15
  7. 7. DEFINITIONS !! STRENGTHS: Something positive that can be seen in the data. Often leverage for improving a challenge. !! CHALLENGES: Data that imply something might need attention, a potential undesirable result, or something out of a school’s control. !! IMPLICATIONS FOR THE SCHOOL IMPROVEMENT PLAN are placeholders until all the data are analyzed. Implications are concepts to not forget to address in the school improvement plan. Implications most often result from CHALLENGES. EXAMPLE STRENGTHS !! The school is small. !! Our teacher-student ratio is small. !! Students are diverse. EXAMPLE CHALLENGES !! Students are diverse. !! The number and percentage of students living in poverty has doubled in the past 3 years. !! We have a large percentage of students identified for special education services.Victoria L. Bernhardt, Education for the Future, Chico, CA (http://eff.csuchico.edu). Page 7 of 15
  8. 8. EXAMPLE IMPLICATIONS FOR THE SCHOOL IMPROVEMENT PLAN !! Do staff have the professional learning they need to teach students who live in poverty, are at-risk, and diverse? !! Staff need to make sure all processes provide equal access to learning, regardless of student background (i.e., homework, assignments that require money, same expectations.) PERCEPTIONS ARE IMPORTANT DATA !! Help us understand what students, teachers, and parents are perceiving about the learning environment. !! We cannot act different from what we value, believe, perceive. PERCEPTIONS INCLUDE !! Student, Staff, Parents, Alumni Questionnaires !! Observations !! Focus GroupsVictoria L. Bernhardt, Education for the Future, Chico, CA (http://eff.csuchico.edu). Page 8 of 15
  9. 9. PERCEPTIONS What do you suppose students say is the #1 thing that has to be in place in order for them to learn? STUDENT LEARNING ARE IMPORTANT DATA !! Know what students are learning. !! Understand what we are teaching. !! Determine which students need extra help. STUDENT LEARNING DATA INCLUDE !! Universal Screeners !! Diagnostic Assessments !! Assessments for Learning !! Formative Assessments (Progress Monitoring) !! Summative Assessments (High Stakes Tests, End of Course)Victoria L. Bernhardt, Education for the Future, Chico, CA (http://eff.csuchico.edu). Page 9 of 15
  10. 10. Data-Driven Decision Making Model Pre- Formative Formative Formative Post- Assessment Assessment Assessment Assessment Assessment Processes Used Students on target Who are they? Who are they? Who are they? Who are they? to goal GOAL: What What we do the expect students students know? to know and be Who are they? Who are they? Who are they? Who are they? able to do.Victoria L. Bernhardt, Education for the Future, Chico, CA (http://eff.csuchico.edu). Students What concepts What concepts What concepts What concepts needing do they not do they not do they not do they not additional understand? understand? understand? understand? support What skills What skills What skills What skills do students do students do students do students need? need? need? need? Professional learning required? What concepts/topics? Processes Processes Processes Processes Processes Used altered altered altered alteredPage 10 of 15 © Education for the Future, Chico, CA (http://eff.csuchico.edu)
  11. 11. SCHOOL PROCESSES ARE IMPORTANT DATA !! Tell us about the way we work. !! Tell us how we get the results we are getting. !! Help us know if we have instructional coherence. SCHOOL PROCESSES INCLUDE !! Standards Implementation !! Curriculum !! Instructional Strategies !! Assessment Strategies !! Programs/ProcessesVictoria L. Bernhardt, Education for the Future, Chico, CA (http://eff.csuchico.edu). Page 11 of 15
  12. 12. Victoria L. Bernhardt, Education for the Future, Chico, CA (http://eff.csuchico.edu). Page 12 of 15
  13. 13. Victoria L. Bernhardt, Education for the Future, Chico, CA (http://eff.csuchico.edu). Page 13 of 15
  14. 14. PRECONDITIONS FOR SCHOOL IMPROVEMENT !! Instructional Coherence. !! A shared Vision for School Improvement. !! Data-Driven Decision Making.Victoria L. Bernhardt, Education for the Future, Chico, CA (http://eff.csuchico.edu). Page 14 of 15
  15. 15. LEADERSHIP !! Challenge current processes with data. !! Inspire a shared vision. !! Enable others to act. !! Model the way. !! Encourage the heart. The Leadership Challenge THANK YOU! Victoria L. Bernhardt Education for the Future vbernhardt@csuchico.edu http://eff.csuchico.eduVictoria L. Bernhardt, Education for the Future, Chico, CA (http://eff.csuchico.edu). Page 15 of 15

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