Vision to Know and Do: A Datadriven Decision Making Partnership

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Vision to Know and DoA Data-driven Decision
Making Partnership

• NSBA TL
• November 9, 2006
• Dallas, Texas

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Participants

• Charles Garten, Garten Consultants
• Irene Spero, Vice President, CoSN and Director,
  Data-driven Decision Making Initiative

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Presentation Outline

• Learn about CoSN Data driven Decision Making
  Initiative
• Describe how school district leaders are using
  data in the educational process
• Summarize challenges faced in implementing a
  data-based decision making process
• Engage audience to share information

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About CoSN

• CoSN Mission
• CoSN serves as the national organization for
  K-12 technology leaders who use technology
  strategically to improve teaching and learning.
• CoSN provides products and services to support
  and nurture leadership development, advocacy,
  coalition building, and awareness of emerging
  technologies.
• Audience
• Key technology leaders at the school district,
  state and national level and from the private
  sector

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Vision to Know and Do

• 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

• CoSN tools for educators on data-driven decision
  making in the educational process.
• Website, www.3d2know.org, with high quality
  resources, presentation materials, case studies,
  and publications.
• Background papers
• Self Assessment Tool
• E-newsletter
• Best practices
• Seminars for policymakers
• Conference presentations

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No Child Left Behind

• 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
  (2004) 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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Ten Reasons to Bring Data into Decisions

• 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
• Align instruction to standards
• Provide personalized instruction
• Track professional development
• Meet accountability provisions of NCLB
• Keep constituents informed about progress

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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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Technology Matters
Technology Tools
Data
Information

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Data Reality

• Wealth of data but little actual knowledge of
  what the data mean
• Scattered and antiquated technology
  infrastructure separate legacy systems
  impossible to link
• Data accessible only through gatekeeper data
  analysts
• Inaccurate, late or cumbersome data

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Technology Tools

• Infrastructure of networks, servers and
  telecommunications as foundation for
  applications
• Software applications for managing NCLB
  requirements, student information, and finance
• Data management and databases
• Decision support
• Data analysis
• Report writers
• Homegrown solutions

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Components of a Data Based Decision Making System
School Interoperability Framework IMS
Reporting and Analysis ServicesTurning data into
useful information
Dissemination Sharing data with the community
(ie report cards)
Data Warehouse
Reports
State and Federal Reporting Meeting reporting
compliance
Training Learning how to use data to make
informed decisions.
Personalized Instruction
Source US Department of Education, 2003.
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K-12 MARKET

• Dynamic and growing K-12 market for computerized
  student data and business management systems
  (973 m in sales)
• Blurring lines among student information
  systems, assessment systems and data warehouses
• No one company offers the killer application or
  one stop shop solution

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Moving Beyond the Mandate

• Growing number of districts are making major
  investments in data tools and in training as a
  way of
• Complying with NCLB and state accountability
  measures
• Meeting the student achievement targets that
  under grid these statutes

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Poway Unified School District California

• Enrollment 32,754 students in 31 schools in
  suburban San Diego
• All Students Learning/Whatever It Takes
• www.powayusd.sdcoe.k12.ca.us

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Poway Unified School DistrictCalifornia

• Poway Improvement Process
• Organize and clean up years of data
• Design data warehouse based on student learning
  objectives
• Prioritize delivery to emphasize clarity and
  meaning
• Provide professional development to use system
  for frequent tasks
• Add filters, reports, and tools based on teacher
  feedback

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Poway Unified School DistrictCalifornia

• Data warehouse pulls information from the
  districts Total Information Management system,
  human-resources, and financial-management
  systems.
• Administrators can allocate more funding and
  other resources to a school whose test scores are
  slipping
• Soon, the data warehouse also will be able to
  pull information from the districts
  transportation and food-service databases.

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Poway Unified School DistrictCalifornia

• Results
• With increased use of TIM from 2002 to 2005,
  academic performance index increased from 813 to
  849
• Percent Proficient on California Standards
  English/Language Arts Test increased from 59 in
  2001 to 66 in 2005 for elementary school
  students, from 61 to 72 for middle school
  students and from 65 to 73 for high school
  students

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Poway Unified School DistrictCalifornia

• Professional development
• Three year-long training courses of teachers
  using the data to set classroom goals, grade
  level goals, and individual student goals, as
  well as training to help build assessments
• Focus is on using data to support individual
  student growth and student ownership of the
  learning process.
• Web pages contain resources teachers are creating
  current PowerPoints, graphic organizers,
  notebooks and additional resources ,
  (www.pusdmap.com)  

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Challenges

• The greatest challenge is not technical nor
  technological, but the lack of training to help
  educators use data and understand its power

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Providing Professional Development

• Most teachers and administrators not trained in
  data analysis and those developing computerized
  data systems arent educators
• More time and resources for training are essential

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Challenges A Voice from the Field

• School CIO asked readers to anonymously share
  their toughest pain points about data-driven
  decision making
• Recently I was on the verge of helping a
  district begin their D3M trek when we came to an
  abrupt halt. The stop sign was erected by the
  district's instructional and administrative
  leaders, not the IT organization. IT was fully
  prepared to explain the challenges associated
  with locating data in their student information
  system, implementing data analysis processes, and
  rolling out a user-friendly query interface.
  However, IT was not able to allay fears that the
  "right" data had been identified and was
  available. Further, only a handful of educators
  understood the larger context of D3M

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Paying for Technology

• Systems are expensive
• Spending on data is a priority because of
  accountability mandates
• Data management systems are a top priority for
  education technology spending in 2006

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Lessons Learned

• It takes time.
• It has to start at the top with committed
  leadership.
• Progress has to be measurable
• Business models are starting points.
• Community outreach is essential.

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Lessons Learned

• Success depends on a collaborative team approach.
  
• The process is continual and cyclical moving from
  the collection of data , to reporting and
  analysis and finally to using data for targeted
  interventions.
• Technology tools are effective if used properly.

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Data Collection And Integration Checklist

• Is a data warehouse in place?
• Are the technical and human support tools in
  place to move data from warehouse to schoolhouse?
• Are systems developed to integrate data into
  instruction?
• Are teachers using assessments to measure
  progress?
• Are curriculum and assessments aligned to
  standards?

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Data Analysis Checklist

• Do teachers have access to data in an easy-to-use
  format soon after assessment?
• Does the district support the process with
  analytical tools and trained staff to give
  decision makers confidence in the data and tools?
• Are teachers trained to use item analysis to
  understand student outcomes and instructional
  effectiveness?

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Using Data Checklist

• Does the district provide the tools and training
  to interpret and query data?
• Have data teams developed a process for
  identifying, recommending and implementing
  intervention based on data?
• Do district and school-site change agents support
  teachers and their use of targeted interventions?

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Lessons Learned

• Majority of districts are making progress in
  collection of data and most are working towards
  analysis and reporting.
• Challenging task remains providing teachers with
  proven strategies for targeted interventions in
  the classroom.

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For Additional Information www.3d2know.org

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

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COSN LEADERSHIP INITIATIVE

• 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
• Cyber Security for the Digital District
• http//securedistrict.cosn.org/
• Ensuring Security of School Networks
• NEW! K-12 Open Technologies
• www.k12opentech.org
• Helping Educators Adopt and Evaluate Open
  Technologies in the K-12 Environment
• New!! Value of Investment

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K-12 School Networking Conference
Bridging Individualized Learning High Stakes
Accountability www.k12schoolnetworking.org March
28-30, 2007 CoSNs K-12 School Networking
Conference is the premier event for education
leaders on technology and learning through the
Internet! The conference attracts over 800
district, state and national education technology
leaders. International Symposium on March 27,
2007 Using Games and Simulations for Engaged
Learning
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THANKS!!

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