This document discusses using data and continuous improvement to improve student outcomes through Networked Collaborative Teams and Exchanges in California. It finds that while participants value collaboration through NCTs/NCXs, it is unclear how they are demonstrating improved student outcomes and equity. A challenge is that existing measures focus on perceptions rather than outcomes. The document proposes an action plan to redesign surveys, create improvement rubrics, and reorganize roles to include data management and research positions to better evaluate impact and focus continuous improvement efforts. This would help ensure NCTs/NCXs are effectively using data and a plan-do-study-act model to enhance equity and outcomes.

1. A GOLDEN OPPORTUNITY TO USE DATA,
MOVE BEYOND ASPIRATIONS, AND
IMPROVE STUDENT OUTCOMES
JINA LEE & THIENY NGUYEN | POLS TALK 2019
**pseudonyms are used in this presentation

2. CONTEXT

3. LCFF
CA System of Support
The Alliance
NCT/NCX
Networked Collaborative Teams (NCTs) are
proposed as a support network of professional
learning communities using continuous
improvement to build capacity.
The California Alliance for
Educational Improvements is
established as part of the California
System of Support.
Network of state-funded support providers,
connecting and supporting stakeholders to meet
the needs of pupils in their local contexts across the
state.
Local Control Funding Formula (LCFF) becomes
California’s new school funding formula.
20132017
California Department of Education, 2019

4. Executive Director
Finance & Operations
Deputy Executive
Director
Research Associate
Senior Manager, System of
Support
Senior Manager,
Continuous Improvement
Continuous Improvement
Strategic Partnerships &
Personalized Learning
NCTs & NCXs
Use a collaborative approach to
build capacity and support
deeper learning in continuous
improvement.

5. participants
facilitator
coach

6. Networked
Collaborative
Teams

7. Networked
Collaborative
Exchanges

8. 5
Regional
Network
Collaborative
Exchanges
56
Network
Collaborative
Teams
Northern California
Sacramento
Bay Area
Central Valley
Southern California
9
15
9
9
14
750 Total
Participants

9. IDENTIFY
PLAN
EXECUTE
REVIEW & REFINE
Continuous
Improvement
Peurach & Bryk, 2019

10. =+
collaboration continuous
improvement
improved equity
& outcomes

11. 1 interview with Director of Continuous Improvement
75+ documents & meeting minutes
3 survey administrations
60+ facilitators & participants transcripts

12. “
From the Facilitators
There’s a lot of love for NCT
and NCX meetings, it is roomy
enough to have deep
discussions about meaningful
topics while learning about
the perspectives of others.
The benefits are that we get
to learn, steal, listen, share,
build skills, engage in
conversations with others.
It’s a unique space, not
necessarily job alike but doing
job alike work.
The greatest areas of impact
are developing these
professional relationships and
communication. The
participants bring a depth of
knowledge and become more
informed decision makers.

13. “It has been such a valuable
experience. A critical
combination of learning and
relationship building. It shows
how relationships are critical,
we know that is true for
students, but it is also true for
the adults supporting them.
The network has provided a
forum for rural school leaders
to connect and share ideas
which could then be brought
back to the school sites.
The NCT provided ongoing
mentorship and opportunities
for deep thinking which is
more unique than other
meetings. I was able to walk
away with a binder of
resources and connections
with other leaders.
From the Participants

15. CHALLENGE

16. =+
collaboration continuous
improvement
improved equity
& outcomes
?

17. “While participants value how NCTs create
opportunities for collaboration, it is unclear how they
are engaging in continuous improvement to
demonstrably improve student outcomes and equity.

18. ROOT CAUSE &
ACTION PLAN

19. Misaligned
measures
Existing survey questions measure
perceptions, rather than outcomes.
EVIDENCEROOT CAUSES ACTION PLAN
Redesign tri-annual survey
Missing indicators
There is no consensus on the type
of evidence required nor a rubric to
measure evidence against.
Use, combine, or create
continuous improvement
rubric(s)
Missing roles
Current organizational structure
does not yet include necessary
roles and responsibilities.
Re-organize and
create/assign new
responsibilities

20. PRACTICAL MEASUREMENTS
1. Direct measurement of target
2. Specific
3. Framed in language of change
4. Embedded in the constraints of everyday school practice
Yeager et. al, 2013 l Wisconsin Department of Public Instruction, 2018

21. VS.
IMPLEMENTATION TESTING & LEARNING

22. Executive Director
Finance & Operations
Deputy Executive
Director
Senior Manager, System
of Support
Senior Manager,
Continuous Improvement
Continuous Improvement
Strategic Partnerships &
Personalized Learning
Data Management
Senior Manager,
Analytics
Senior Manager,
Research
Data Associate Research Associate
program evaluation
collection, analysis,
& visualization
quality assurance methods & policy
Stanford Social Innovation Review 2010 l Waddington et.al, 2012 l White & Waddington, 2012

23. IMPLICATIONS

24. ACTION PLAN
Redesign tri-annual survey
Use, combine, or create
continuous improvement
rubric
Re-organize and
create/assign new
responsibilities
IMPLICATIONS

25. PLAN
STEP 3
IDENTIFY
STEP 1
EXECUTE
STEP 2
REVIEW & REFINE
STEP 4
redesign measures
create rubrics
focus for evaluation
data administration, collection, & analysis
prepare report
create dashboard
identify next steps for NCT & NCX

26. THANK YOU!
QUESTIONS?
JINA LEE | jinalee@stanford.edu
THIENY NGUYEN | thieny@stanford.edu