Innovative Approaches to Implementing DataDriven Decision Making

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Innovative Approaches to Implementing
Data-Driven Decision Making

• Wednesday, March 23, 2005CoSN Annual K-12
  Networking Conference
• Washington, DC

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PRESENTERS

• Irene K. Spero, Vice President, CoSN, and Project
  Director, Data-driven Decision Making Initiative
  Vision to Know and Do
• Jan Brunell, Project Manager, cmERDC (Central
  Minnesota Education and Research Development
  Council)
• Nancy Staub,Ed.D.Pinckney Community Schools
• Calanthia Tucker, Ed.D, Assistant Superintendent,
  Cluster IV, Fairfax County Public Schools, VA
• Gayle Sweet Wood, Ed.D, Educational Consultant

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PRESENTATION OUTLINE

• Learning about CoSNs Data-driven Decision Making
  Initiative Vision to Know and Do
• Hearing about innovative approaches to data
  driven decision making
• Engaging the audience with questions

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VISION TO KNOW AND DOwww.3d2know.org

• Launched in 2003 by CoSN to help educators use
  data effectively. This initiative is
• a highly-respected source of up-to-date,
  unbiased information
• an easy to use mechanism for educating school
  leaders
• a nationally-recognized framework for sharing
  knowledge
• 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_at_tor is the Media Partner.

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VISION TO KNOW AND DO

• Released Vision to Know and Do The Power of Data
  as a Tool in Educational Decision Making, an in
  depth examination of the issue
• Developed a self assessment tool to estimate a
  districts readiness to use data-driven decision
  models
• Convened a Congressional Seminars in Washington,
  DC
• Issued quarterly newsletter, Vision to Know and
  Do newsletter

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NEW!!

• From Vision to Action How School Districts Use
  Data to Improve Performance
• for school district leaders and K-12 educators
  seeking ways to implement a data-driven decision
  making process

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CURRENT CONTEXT

• Data collection, analysis and reporting are
  critical components of No Child Left Behind
  (NCLB).
• School districts must collect more data, in more
  detail and disaggregate them.
• State-level systems and support are being
  developed for collecting and integrating student
  assessment data with demographic information.

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NATIONAL EDUCATION TECHNOLOGY PLAN

• Toward A New Golden Age in American Education
  calls upon states, districts and schools to
• establish a plan to integrate data systems
• use data from both administrative and
  instructional systems to understand
  relationships
• ensure interoperability  and
• use assessment results to inform instruction.

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MOVING BEYOND THE MANDATE

• Current environment is an opportunity to
• use data to transform teaching, learning and
  administration.
• inform decisions about everything from class
  schedules to textbook reading levels to
  professional development budgets.
• provide a rationale for decisions that parents,
  teachers, taxpayers, and students can understand.

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DEFINITION

• Data-Driven Decision Making
• A process of making choices based on appropriate
  analysis of relevant information

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QUESTIONS

• What is innovative about your approach to the
  data decision making process?
• How did you decide on this approach?
• What were some of the difficulties encountered?

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COLLABORATIVE CONSORTIUM USES DATA TO TRANSFORM
EDUCATION

• Jan Brunell
• Data Warehouse Project Manager
• jbrunell_at_erdc.k12.mn.us
• Central Minnesota Research and Development
  Council
• (cmERDC)
• www.cmerdc.k12.mn.us

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WHAT IS INNOVATIVE ABOUT OUR APPROACH?

• Partnerships Flexible Tool
• Sagebrush Analytics, cost-effective pricing
• Collaborative effort with MN districts, other
  regional centers and service coops
• Flexible solution that grows with districts
  needs including NCLB and beyond
• Flexible solution for educators at all levels
  district, school and classroom
• Flexible solution for districts of all sizes
  200 students to 43,000 students

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HOW DID YOU DECIDE ON THIS APPROACH?

• Listened to needs of our districts via focus
  groups, monthly user groups, video conferences
• Sagebrush Analytics met our criteria
• Flexible tool vs. fixed application
• Easy to use, even for non-technical staff
• Address needs of educators at all levels of
  organization
• Cost-effective solution
• Minnesota Data Model
• Student Demographics Learning Modules
  (schedules, teachers)
• State, National and Local Assessments
• Finance, HR
• Future Payroll, Curriculum Mapping, Planning
  and more

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WHAT WERE SOME OF THE DIFFICULTIES ENCOUNTERED?

• Dirty data inconsistent, incomplete, missing,
  etc.
• Data warehousing takes commitment by staff
• Data management
• Staff Development
• Planning and Change Management
• Buy in by staff
• Must anticipate future information needs and
  begin tracking data now to leverage the
  opportunities and advantages of data driven
  decision-making

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RESOURCES

• White Paper, Data-Driven Decision Making A
  Powerful Tool for School Improvement available
  at
• http//www.sagebrushcorp.com/tech/analytics
  .cfm
• cmERDC
• http//www.cmerdc.k12.mn.us
• Sagebrush Corporation
• http//www.sagebrushcorp.com

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DATA-DRIVEN DECISION MAKING

• Dr. Nancy A. StaubAssistant Superintendent for
  Curriculum, Assessment and InstructionPinckney
  Community Schools
• Staub_at_pcs.k12.mi.us

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OUR APPROACH IN PINCKNEY
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CLEARLY DEFINED STANDARDS
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ASSESSMENT MATRIX
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INSTRUCTION RESOURCES

• Thoughtful lesson design
• Link to standards
• Differentiate

• Web connections
• Instructional documents
• Computer generated materials
• Non-text materials

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SEARCH FOR TECHNOLOGY SOLUTION
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OUR APPROACH

• Committee representation
• Administrators, teachers, board member
• Rubric of expectations to match model
• Goals generated for teachers, principals and
  parents
• Review of technology to facilitate work
  efficiently
• Selection of SchoolNet
• Development of timeline
• Communication to staff
• Professional Development-Use of data and tools

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SOLUTION FOR PINCKNEY
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CHALLENGES ALONG THE WAY

• Messy SIS data
• Ambitious implementation timeline
• Administrative team needed clear examples of
  expectations and discussion time to understand
  the big picture
• Expectation for teachers needed specific examples
• Expectations for technology increased
• Web connections
• Computers
• LCD projectors

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ADDITIONAL RESOURCES

• Power Point Presentation
• Newspaper articles
• Videos of Principals speaking about data use in
  their respective schools
• www.pcs.k12.mi.us/curriculum/schoolnet

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Presenters

• Calanthia Tucker, EdD,
• Assistant Superintendent, Cluster IV,
• Fairfax County Public Schools, VA

• Gayle Sweet Wood, EdD,
• Educational Specialist
• Fairfax, VA

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Our Approach to Data Driven Decision Making

• Sustained Student Achievement

• Cultural Change

• Assessment Technology

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Roles and Responsibilities
Sustained Student Achievement

• Resource Provider
• Modeling Expected Behavior
• Empowerment

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Cultural Change
Power of Vision
Vision without action is merely a dream
Action without vision just passes the time

• Vision with action can change the world.

Joel Barker
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Instructional Cultural Change
School Improvement Planning
Professional Development
Time
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Results
All Students
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Challenge Data Aggregation and Disaggregation
Overload
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Assessment Technology
Real-Time Data

• Curriculum Alignment

Formative Assessment
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Two Kinds of Data

• Longitudinal Data
• Groups of student data at a specific point in
  time
• 2004 Grade 11 Data, 2003 Grade 11 Data

• Cohort Data
• Individual student data over a period of time
• Ima Goodstudent at Grade 5, 6, and 7

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Approach

• Released State Assessments

• Formative Assessment

• Benchmark Reports

• Real-Time Data

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Pilot Program

• Warned School

• Needs Improvement

• Flat-Line

• High Performing School

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Language Arts Student Pass Rate
All Students
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Language Arts Proficiency Rates
School 1 Warned
2002 2003 2004
2002 2003 2004
2002 2003 2004
Passed Advanced
Not Passing
Passed Proficient
Grade 3
All Students
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Language Arts Proficiency Rates
School 2 Needs Improvement
2002 2003 2004
2002 2003 2004
2002 2003 2004
Passed Advanced
Not Passing
Passed Proficient
Grade 3
All Students
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Language Arts Proficiency Rates
School 3 Flat-Lined
2002 2003 2004
2002 2003 2004
2002 2003 2004
Not Passing
Passed Advanced
Passed Proficient
Grade 3
All Students
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Language Arts Proficiency Rates
School 4 High Performing
2002 2003 2004
2002 2003 2004
2002 2003 2004
Passed Proficient
Not Passing
Passed Advanced
Grade 3
All Students
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Power of Vision
Vision without action is merely a dream
Action without vision just passes the time

• Vision with action can change the world.

Joel Barker
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THE POWER OF DATA

• Assess the current and future needs of students
• Decide what to change
• Determine if goals are being met
• Engage in continuous school improvement
• Identify root causes of problems
• Promote accountability

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FOR ADDITIONAL INFORMATION www.3d2know.org

• What's New
• Publications
• Best Practices
• Other Resources
• Subscribe to the Newsletter

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ONLINE ASSESSMENT TOOL

• Take a simple 10-question assessment is available
  at 3d2know.cosn.org/assessment/survey.cfm
• Receive an immediate response
• Learn where you are in the process of becoming a
  data rich district

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ABOUT COSN

• CoSN Mission
• 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.
• Audience
• Key technology leaders at the school district,
  state and national level

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CoSN GOALS

• Leadership Development supporting school leaders
  to ensure technology has a positive effect on
  learning
• Advocacy creating an effective voice on
  education technology issues
• Coalition Building building partnerships and
  collaborative efforts around the use of
  technology in schools
• Emerging Technology exploring meaningful uses
  for new technologies in education

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COSN LEADERSHIP INITIATIVE

• New!! Accessible Technologies for All Students
  Project
• http//www.accessibletech4all.org/
• increasing achievement and success for all
  students through the unlimited and effective use
  of accessible technologies
• Taking Total Cost of Ownership (TCO) to the
  Classroom http//classroomtco.cosn.org/
• Helping School Leaders Budget More Accurately
  for Education Technology
• Safeguarding the Wired Schoolhouse
• http//safewiredschools.cosn.org/
• Resources to Help School Administrators
  Understand Internet Safety Strategies
• 3D Vision to Know Do
• http//3d2know.cosn.org/
• Enabling Educators to Think Strategically about
  the Use of Data Driven Decision-Making
• Cyber Security for the Digital District
• http//securedistrict.cosn.org/
• Ensuring Security of School Networks

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Irene K. Speroirene_at_cosn.orgVice
President202-861-2676 x112 1710 Rhode Island
Ave., NW 900Washington, DC 20036www.cosn.org