Data Collection

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Data Collection

  1. 1. WORKSHOP # 2<br />Vision to Know and Do :Helping Educators Use Data Effectively<br />ASBO International 2005 Annual Meeting<br />FRIDAY, OCTOBER 21, 2005<br />Boston, MA<br />
  2. 2. WORKSHOP AGENDA<br />Learning about CoSN’s Data-driven Decision Making Initiative: Vision to Know and Do<br />Small Group Exercise<br />Reporting Out and Reaching Consensus <br />
  3. 3. VISION TO KNOW AND DOwww.3d2know.org<br /> Launched in 2003 by CoSN to help educators use data effectively. This initiative is : <br /><ul><li>a highly-respected source of up-to-date, unbiased information
  4. 4. an easy to use mechanism for educating school leaders
  5. 5. a nationally-recognized framework for sharing knowledge</li></ul>Supported by Founding Partners ETS, IBM and SAS with additional support from Co-nect, Dell, Pearson Education, Plato Learning; PowerSchool , SchoolNet, and Texas Instruments. Scholastic Administr@tor is the Media Partner. <br />
  6. 6. DEFINITION<br />Data-Driven Decision Making<br /> A process of making choices based on appropriate analysis of relevant information <br />
  7. 7. DATA DRIVEN DECISION MAKING PROCESS<br />Determine your desired outcome<br /> Define your business processes<br /> Identify data available<br />
  8. 8. VISION TO KNOW AND DO<br />Released Vision to Know and Do: The Power of Data as a Tool in Educational Decision Making and From Vision to Action: How School Districts Use Data to Improve Performance ,in depth examinations of the issue <br />Created a rich website, www.3d2know.org<br />Developed a self assessment tool to estimate a district’s readiness to use data-driven decision models <br />Convened a Congressional Seminars in Washington, DC <br />Issued quarterly newsletter, Vision to Know and Do newsletter<br />
  9. 9. CURRENT CONTEXT<br />Data collection, analysis and reporting are critical components of No Child Left Behind (NCLB).<br />School districts must collect more data, in more detail and disaggregate them.<br />State-level systems and support are being developed for collecting and integrating student assessment data with demographic information.<br />
  10. 10. NATIONAL EDUCATION TECHNOLOGY PLAN<br /> TowardA New Golden Age in American Educationcalls upon states, districts and schools to <br />establish a plan to integrate data systems; <br />use data from both administrative and instructional systems to understand relationships; <br />ensure interoperability;  and <br />use assessment results to inform instruction. <br />
  11. 11. NCLB<br /> "Information is the key to holding schools accountable for improved performance every year among every student group…Data is our best management tool.  I often say that what gets measured, gets done.  If we know the contours of the problem, and who is affected, we can put forward a solution.  Teachers can adjust lesson plans.  Administrators can evaluate curricula.  Data can inform decision-making.  Thanks to No Child Left Behind, we're no longer flying blind."  <br />Secretary of Education Margaret Spellings<br />
  12. 12. MOVING BEYOND THE MANDATE<br />Current environment is an opportunity to:<br />use data to transform teaching, learning and administration. <br />inform decisions about everything from class schedules to textbook reading levels to professional development budgets. <br />provide a rationale for decisions that parents, teachers, taxpayers, and students can understand.<br />
  13. 13. TEN REASONS TO BRING DATA INTO DECISIONS<br />Assess the current and future needs of students<br />Decide what to change<br />Determine if goals are being met<br />Engage in continuous school improvement<br />Identify root causes of problems<br />Align instruction to standards.<br />Provide personalized instruction.<br />Track professional development<br />Meet accountability provisions of NCLB<br />Keep constituents informed about progress. <br />
  14. 14. DATA AND HURRICANE KATRINA<br />The Mississippi Student Information System—which stores the past four years of student records—is serving as a backup for districts that have lost crucial equipment and software, and the information they contain. <br />Mississippi districts receiving evacuated students from other districts in the state are tapping the state’s database for course records, grades, Carnegie units, and special classifications, thus smoothing those students’ transitions into new schools. <br />
  15. 15. Perceived Benefits of Technology (Digital Leadership Divide,CoSN/Grunwald Associates Survey) <br />
  16. 16. Small<br />Medium<br />Large <br />Total<br />DATA-DRIVEN DECISION MAKING<br />Districts That Employ A Data-driven Decision Making Process<br />(Digital Leadership Divide: CoSN/Grunwald Survey) <br />
  17. 17. CHANGING THE MINDSET<br />Why does education data make educators so uncomfortable? To only slightly exaggerate, for the past 150 years data was something a third party required you to gather about yourself so they could embarrass you with it three months later. Or so teachers and administrators believed. Data was something higher-ups would use to catch you doing something wrong. <br />No longer. As Montgomery County MD Superintendent Jerry Weast elegantly says, in his district, he uses data to catch you doing something right. That’s the good news. The better news is that the idea is catching on. <br />
  18. 18. Vision to Know and DoThe Power of Data as a Tool inEducational Decision Making<br /><ul><li>Highlights school districts using data analysis systems to improve student outcomes
  19. 19. Identifies factors for successfully integrating data into decision making processes
  20. 20. Calls for more emphasis on data-driven decision making as a way to prepare students with 21st century educational skills</li></li></ul><li>Data Rich Districts<br />Baldrige winners are examples of school districts moving a step beyond of NCLB requirements by integrating data reporting into a culture of continuous improvement.<br />
  21. 21. Data Rich District:Rural Response to Local Expectations<br />Name: Chugach School District<br />Location: Prince William Sound, Alaska<br />Enrollment: 214 students<br />
  22. 22. Chugach Improvement Process<br /><ul><li>Create a snapshot of the current status
  23. 23. Hold town meetings to shape a shared vision
  24. 24. Implement balanced instructional model
  25. 25. Write standards in a continuum from pre-kindergarten through 16
  26. 26. Determine assessments aligned to standards
  27. 27. Change reporting process for children, parents, teachers
  28. 28. Phase in with continuous improvement</li></li></ul><li>Data Rich District:Integrated Planning<br />Name: Community Consolidated School District 15<br />Location: Palatine, Illinois, northwest of Chicago<br />Enrollment: 13,000 students<br />
  29. 29. CCSD15 Improvement Process<br /><ul><li>Set measurable goals and targets
  30. 30. Collect data using electronic methods
  31. 31. Deliver information to decision makers (classroom, building, district)
  32. 32. Identify clearly levels of performance and opportunities for improvement</li></li></ul><li>Data Rich District:Students Choose Public Schools<br />Name: Pearl River School District<br />Location: Rockland County, New York <br />Enrollment: 2,467 students<br />
  33. 33. Define district goals, objectives and projects<br />Collect data using format and informal check points<br />Check stakeholder satisfaction<br />Analyze promptly and share results<br />Compile analyses annually<br />Evaluate performance and achievement<br />Pearl River Improvement Process<br />
  34. 34. Data Rich Districts:Lessons Learned<br /><ul><li>It takes time.
  35. 35. It has to start at the top.
  36. 36. Progress has to be measurable
  37. 37. Business models are starting points.
  38. 38. Community outreach is essential.
  39. 39. Data –driven decision making can be a powerful tool in changing student outcomes and promoting continuous improvement. </li></li></ul><li>NEW!!<br />From Vision to Action: How School Districts Use Data to Improve Performance<br />for school district leaders and K-12 educators seeking ways to implement a data-driven decision making process<br />
  40. 40. DATA RICH DISTRICTS<br />From Vision to Action draws from interviews with more than 30 experts around the country <br />Detailed profiles of Lemon Grove School District (CA), Fulton County Schools (GA) and Cleveland Municipal School District (OH). <br />Profiles and examples in From Vision to Action provide others with examples and techniques. <br />
  41. 41. DISTRICTS INTERVIEWED<br />*Indicates 2003-2004 enrollment.<br />
  42. 42. FULTON COUNTY, GA<br />Getting started: District wide strategic planning process in place<br />Implementation: Cross functional teams help school site with data use and analysis<br />Results: All elementary schools met AYP targets in 2003-4<br />
  43. 43. LEMON GROVE<br />Getting started: ubiquitous access to technology and focus on literacy<br />Implementation: easy to use reports of multiple measures<br />Results: 3 out of 4 Title I schools declared high achieving <br />
  44. 44. CLEVELAND MUNICIPAL SCHOOL DISTRICT<br />Getting started: data warehouse developed with site specialist access<br />Implementation: Data teams discuss and analyze results to apply interventions<br />Results: Reduced unexcused absences in one school from 9% to 2% <br />
  45. 45. KEY THEMES<br />Implementing a successful school district data-driven decision making process requires a collaborative team approach. <br />The process is continual and cyclical moving from the collection of data , to reporting and analysis and finally to using data for targeted interventions.<br />Technology tools can be effectively utilized in the process. <br />
  46. 46. TEAM APPROACH TO SUCCESS<br />design and implementation involves the IT department, curriculum and instruction, assessment ,evaluation, and professional development with oversight by the superintendent. <br />integration into classroom practice requires the buy-in of teachers, principals and site-based support staff<br />
  47. 47. Technology Tools<br />Data<br />Information<br />=<br />TECHNOLOGY MATTERS<br />
  48. 48. TECHNOLOGY MATTERS<br />Technology is constantly changing<br /> Information is the result of passing Data through Technology Tools<br /> Technology, by itself, has no value<br /> Results are primary goal<br />
  49. 49. Applications<br />SIS<br />Assessment<br />Finance<br />Instruction<br />Components of a Data Based Decision Making System<br />School Interoperability Framework & IMS<br />Reporting and Analysis ServicesTurning data into useful information<br />Dissemination<br />Sharing data with the community (ie: report cards)<br />Data Warehouse<br />Reports<br />State and Federal Reporting<br />Meeting reporting compliance<br />Training<br />Learning how to use data to make informed decisions.<br />Personalized Instruction<br />Source: US Department of Education, 2003.<br />
  50. 50. DATA DRIVEN DECISION MAKING PROCESS<br />A process of three functional areas:<br />collection, integration and dissemination of data;<br />analysis and reporting of data; and <br />process and procedures for acting on the data.<br />
  51. 51. DATA COLLECTION AND INTEGRATION CHECKLIST<br /><ul><li>Is a data warehouse in place?
  52. 52. Are the technical and human support tools in place to move data from warehouse to schoolhouse?
  53. 53. Are systems developed to integrate data into instruction?
  54. 54. Are teachers using assessments to measure progress?
  55. 55. Are curriculum and assessments aligned to standards? </li></li></ul><li>DATA ANALYSIS CHECKLIST<br /><ul><li>Do teachers have access to data in an easy-to-use format soon after assessment?
  56. 56. Does the district support the process with analytical tools and trained staff to give decision makers confidence in the data and tools?
  57. 57. Are teachers trained to use item analysis to understand student outcomes and instructional effectiveness?</li></li></ul><li>USING DATA CHECKLIST<br /><ul><li>Does the district provide the tools and training to interpret and query data?
  58. 58. Have data teams developed a process for identifying, recommending and implementing intervention based on data?
  59. 59. Do district and school-site change agents support teachers and their use of targeted interventions?</li></li></ul><li>PROGRESS IN DATA DRIVEN DECISION MAKING<br />Majority of districts are making progress in collection of data and most are working towards analysis and reporting. <br />Challenging task remains providing teachers with proven strategies for targeted interventions in the classroom. <br />
  60. 60. CHALLENGES REMAIN<br /><ul><li>Lack of training 50%
  61. 61. Interoperability 42%
  62. 62. Lack of understanding about what to do with the data 39%
  63. 63. Absence of clear priorities 36%
  64. 64. Failure to collect data uniformly 35%</li></li></ul><li> FAILURE TO COLLECT DATA UNIFORMLY<br />Capture data to meet requirements<br />7% no action, 28% early, 20% proficient<br />Extract data for analysis <br />12% no action, 35% early, 15% proficient<br />Process for intervention strategies<br />12% no action, 35% early, 13% proficient<br />Not just a tech issue: alignment and leadership are essential<br />*CoSN Self Assessment Tool.<br />
  65. 65.
  66. 66. LESSONS LEARNED<br />Select your technology team based on expertise and ability to perform<br /> Technologies employed must be based on the business goals and not the other way around<br /> Let the technology team do their job with frequent check points to the business model<br />
  67. 67. ONLINE ASSESSMENT TOOL<br />Take a simple 10-question assessment is available at 3d2know.cosn.org/assessment/survey.cfm<br />Receive an immediate response <br />Learn where you are in the process of becoming a data rich district <br />
  68. 68. NEW: FAQ’S<br />Visit www.3d2know.org<br />View the full list of FAQ’s<br />Coming Soon: Moderated discussion around these questions<br />
  69. 69. FOR ADDITIONAL INFORMATIONwww.3d2know.org<br /><ul><li>What's New
  70. 70. Publications
  71. 71. Best Practices
  72. 72. Other Resources
  73. 73. Subscribe to the Newsletter</li></li></ul><li>GROUP EXERCISE # 1<br />Select a problem that you are currently facing in your school or school district<br />Indicate the types of data you will need to make a decision <br />Identify how you will proceed <br />Come up with an implementation plan, including barriers encountered<br />
  74. 74. GROUP EXERCISE #2<br />Report out your findings<br />Share your experiences<br />Capture the findings ---<br />We want to present these to a larger audience and post on www.3d2know.org<br />
  75. 75. ABOUT COSN<br />CoSN Mission <br /> To promote the use of information technologies and the Internet to ensure technology has a positive effect on learning by focusing on leadership development, coalition building, advocacy and emerging technologies. <br />Audience <br /> Key technology leaders at the school district, state and national level<br />
  76. 76. CoSN GOALS<br />Leadership Development: supporting school leaders to ensure technology has a positive effect on learning <br />Advocacy: creating an effective voice on education technology issues<br />Coalition Building: building partnerships and collaborative efforts around the use of technology in schools<br />Emerging Technology: exploring meaningful uses for new technologies in education<br />
  77. 77. COSN LEADERSHIP INITIATIVE<br />New!! Accessible Technologies for All Students Project<br />http://www.accessibletech4all.org/<br />increasing achievement and success for all students through the unlimited and effective use of accessible technologies <br />Taking Total Cost of Ownership (TCO) to the Classroom http://classroomtco.cosn.org/<br /> Helping School Leaders Budget More Accurately for Education Technology<br />Safeguarding the Wired Schoolhouse<br />http://safewiredschools.cosn.org/<br /> Resources to Help School Administrators Understand Internet Safety Strategies<br />3D: Vision to Know & Do<br />http://3d2know.cosn.org/<br /> Enabling Educators to Think Strategically about the Use of Data Driven Decision-Making<br />Cyber Security for the Digital District<br />http://securedistrict.cosn.org/<br /> Ensuring Security of School Networks<br />
  78. 78. Irene K. Speroirene@cosn.orgVice President202-861-2676 x112 1710 Rhode Island Ave., NW #900Washington, DC 20036www.cosn.org<br />

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