The document discusses standardizing the data-informed process in educational districts, emphasizing the need for appropriate tools, user-friendly access to data, and continuous improvement centered on student learning. It highlights the importance of collaboration among educators while providing case studies that illustrate challenges teachers face with data access and utilization. Ultimately, it advocates for a systematic approach to ensure data is effectively leveraged to enhance instructional decisions and student achievement.

1. Standardizing the
Data-informed Process
Across Your District
©2010 Kindle Publishing. All rights reserved.

2. First, lets get this out of
the way:
There is no such thing as a
standard approach to being
data-informed.

3. Aspects of your data-informed
process that can and should be
standardized, include:
Use the appropriate tools for YOUR district
Put the right data, in the right hands, at the
right time
Maintain user-friendly, open access to data
Foster the understanding that a data-informed
process is one of continuous improvement placing
student learning at the heart of its efforts

4. The Right Tools for Your
District
Encourage collaboration

5. “Data should launch a
conversation about what’s
working, what’s not, and
what will be done
differently as a result.”
©2007 “ Learning Facts: The Brave New World of Data-informed Instruction”, Julie Landry Peterson
Full text of study can be downloaded from Stanford University's website: http://www.hoover.org/publications/ednext/4612227.html

6. The Right Tools for Your
District
clarify
simplify
enhance
your data-informed process

7. "Data should not
assume everyone
delights in being a
statistician."
- anonymous teacher

8. Case study:
Following a state-mandated test, the
principal called a brief meeting with the
third-grade teachers and handed out 4-
page printouts of the resulting data.

9. Case study:
After quick review each teacher was
asked to comment on contributing factors
that led to failing scores. The teachers felt
pressured, scrutinized, and isolated.
Collaboration wasn’t happening.

10. Case study:
The meeting was called to an end and
the teachers returned to their
classrooms to review their class data and
plan the next course of action.

11. Actual data tables each
teacher received
“Hmmm... not sure what I can do with this.”

12. Actual data tables each
teacher received
“I already know the demographics of my students.”

13. Actual data tables each
teacher received
“Now this is good, I wish I had access to the questions.”

14. Actual data tables each
teacher received
“okay.”

15. Actual data tables each
teacher received
“Oh! I can use this. Just need to reorganize in a way
that is a little more meaningful.”

16. Then the teacher:
Re-typed the whole data table
in a text document
because she could not copy and
paste from the printed copy
So that she could sort by skill
because the report was sorted
alphabetically by student last
name

17. So she could easily identify skills
most of her students were not
passing
Then she typed up lists of those skills
with each of the students names
because she needed to structure
her differentiated learning groups.
Then she copied the
finished document to her
flash drive so she could
bring it to work in the
morning.

18. What if...
...the reports were electronic?
Sortable, searchable, copy-able, portable,
accessible, fully- customizable

19. Even better, what if...
...data was presented in a
useful way?
Teachers wouldn’t have to retype, search, sort,
copy, paste, reformat, undo, redo, upload,
download, customize, or tweak,
at all.

20. More time to
analyze and
utilize data.
Sweet!

21. The Right Tools for Your
District
Assessment that
accurately
reflects the scope
and sequence
of your
curriculum

22. “A coherent curriculum
puts educators on the
‘same page’ and moving in
the same direction, which is
essential in helping them
gather, organize, discuss,
and act on data about
student achievement.”
Achieving with Data: How high-performing school systems use data to improve instruction for elementary students
Amanda Datnow, Vicki Park, Priscilla Wohlstetter, Center on Educational Governance, Rossier School of Education, University of Southern California
© 2007 Center on Educational Governance, University of Southern California
Full text of report can be downloaded from NewSchools Venture Fund website: http://newschools.org/about/publications/achieving-with-data

23. Aspects of your data-informed
process that can and should be
standardized, include:
Use the appropriate tools for YOUR district
Put the right data, in the right hands, at the
right time
Maintain user-friendly, open access to data
Foster the understanding that a data-informed
process is one of continuous improvement placing
student learning at the heart of its efforts

24. Put the Right Data,
in the Right Hands,
at the Right Time
Immediate feedback

25. “The time and effort
teachers and
administrators must
spend on manual
processes should be
addressed by more
streamlined technology
systems.”
©2007 “ Learning Facts: The Brave New World of Data-informed Instruction”, Julie Landry Peterson
Full text of study can be downloaded from Stanford University's website: http://www.hoover.org/publications/ednext/4612227.html

26. “Technology can make a
powerful difference by
administering tests,
automating grading, and
displaying data—to district
leaders, principals, teachers,
and students—in a timely way
that makes strengths and
weaknesses clear and next
steps more obvious.”
©2007 “ Learning Facts: The Brave New World of Data-informed Instruction”, Julie Landry Peterson
Full text of study can be downloaded from Stanford University's website: http://www.hoover.org/publications/ednext/4612227.html

27. Put the Right Data,
in the Right Hands,
at the Right Time
Allocate time for analyzing data

28. “Ample time must be
taken to analyze the
implications of student
assessment results, to
plan for how
instruction should be
modified accordingly,
and to act on those
conclusions...”
©2007 “ Learning Facts: The Brave New World of Data-informed Instruction”, Julie Landry Peterson
Full text of study can be downloaded from Stanford University's website: http://www.hoover.org/publications/ednext/4612227.html

29. Aspects of your data-informed
process that can and should be
standardized, include:
Use the appropriate tools for YOUR district
Put the right data, in the right hands, at the
right time
Maintain user-friendly, open access to data
Foster the understanding that a data-informed
process is one of continuous improvement placing
student learning at the heart of its efforts

30. Maintain User-friendly, Open Access to Data
Percent of Teachers with Access to Data to Inform Instruction
Attendance
Course grades
This year’s test scores
Last year’s test scores
Course enrollments
Online assessments
Software for analysis
Online instruction
Prior schools attended
Probability of school AYP
Links from assessment to resources
Supplemental services
0 20 40 60 80 100
2008 U.S. Department of Education’s National Educational Technology Trends Study (NETTS)
Data consisted of survey responses from 1,028 district technology directors and 1,779 teachers
To see full text of report go to: http://www.ed.gov/rschstat/eval/tech/teachers-data-use-2005-2007/teachers-data-use-2005-2007.pdf

31. “To make instructional
decisions informed by
data, teachers need access
to achievement data (and
preferably longitudinal
records of achievement) ”
2008 U.S. Department of Education’s National Educational Technology Trends Study (NETTS)
Data consisted of survey responses from 1,028 district technology directors and 1,779 teachers
To see full text of report go to: http://www.ed.gov/rschstat/eval/tech/teachers-data-use-2005-2007/teachers-data-use-2005-2007.pdf

32. Aspects of your data-informed
process that can and should be
standardized, include:
Use the appropriate tools for YOUR district
Put the right data, in the right hands, at the
right time
Maintain user-friendly, open access to data
Foster the understanding that a data-informed
process is one of continuous improvement placing
student learning at the heart of its efforts

33. District-wide Shared Vision

34. A great data-informed process is one
that constantly changes and adapts
as you move forward.

35. Thank you