WORKSHOP

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WORKSHOP 2

• Vision to Know and Do Helping Educators Use
  Data Effectively
• ASBO International 2005 Annual Meeting
• FRIDAY, OCTOBER 21, 2005
• Boston, MA

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WORKSHOP AGENDA

• Learning about CoSNs Data-driven Decision Making
  Initiative Vision to Know and Do
• Small Group Exercise
• Reporting Out and Reaching Consensus

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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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DEFINITION

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

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DATA DRIVEN DECISION MAKING PROCESS

• Determine your desired outcome
• Define your business processes
• Identify data available

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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 and From
  Vision to Action How School Districts Use Data
  to Improve Performance ,in depth examinations of
  the issue
• Created a rich website, www.3d2know.org
• 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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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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NCLB

• "Information is the key to holding schools
  accountable for improved performance every year
  among every student groupData 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." 
• Secretary of Education Margaret Spellings

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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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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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DATA AND HURRICANE KATRINA

• The Mississippi Student Information Systemwhich
  stores the past four years of student recordsis
  serving as a backup for districts that have lost
  crucial equipment and software, and the
  information they contain.
• Mississippi districts receiving evacuated
  students from other districts in the state are
  tapping the states database for course records,
  grades, Carnegie units, and special
  classifications, thus smoothing those students
  transitions into new schools.

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Perceived Benefits of Technology (Digital
Leadership Divide,CoSN/Grunwald Associates
Survey)
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DATA-DRIVEN DECISION MAKING
Districts That Employ A Data-driven Decision
Making Process (Digital Leadership Divide
CoSN/Grunwald Survey)
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CHANGING THE MINDSET

• 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.
• No longer. As Montgomery County MD Superintendent
  Jerry Weast elegantly says, in his district, he
  uses data to catch you doing something right.
  Thats the good news. The better news is that the
  idea is catching on.

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Vision to Know and DoThe Power of Data as a
Tool inEducational Decision Making

• Highlights school districts using data analysis
  systems to improve student outcomes
• Identifies factors for successfully integrating
  data into decision making processes
• Calls for more emphasis on data-driven decision
  making as a way to prepare students with 21st
  century educational skills

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Data Rich Districts

• Baldrige winners are examples of school
  districts moving a step beyond of NCLB
  requirements by integrating data reporting into a
  culture of continuous improvement.

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Data Rich DistrictRural Response to Local
Expectations

• Name Chugach School District
• Location Prince William Sound, Alaska
• Enrollment 214 students

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Chugach Improvement Process

• Create a snapshot of the current status
• Hold town meetings to shape a shared vision
• Implement balanced instructional model
• Write standards in a continuum from
  pre-kindergarten through 16
• Determine assessments aligned to standards
• Change reporting process for children, parents,
  teachers
• Phase in with continuous improvement

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Data Rich DistrictIntegrated Planning

• Name Community Consolidated School District 15
• Location Palatine, Illinois, northwest of
  Chicago
• Enrollment 13,000 students

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CCSD15 Improvement Process

• Set measurable goals and targets
• Collect data using electronic methods
• Deliver information to decision makers
  (classroom, building, district)
• Identify clearly levels of performance and
  opportunities for improvement

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Data Rich DistrictStudents Choose Public
Schools

• Name Pearl River School District
• Location Rockland County, New York
• Enrollment 2,467 students

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Pearl River Improvement Process

• Define district goals, objectives and projects
• Collect data using format and informal check
  points
• Check stakeholder satisfaction
• Analyze promptly and share results
• Compile analyses annually
• Evaluate performance and achievement

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Data Rich DistrictsLessons Learned

• It takes time.
• It has to start at the top.
• Progress has to be measurable
• Business models are starting points.
• Community outreach is essential.
• Data driven decision making can be a powerful
  tool in changing student outcomes and promoting
  continuous improvement.

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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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DATA RICH DISTRICTS

• From Vision to Action draws from interviews with
  more than 30 experts around the country
• Detailed profiles of Lemon Grove School District
  (CA), Fulton County Schools (GA) and Cleveland
  Municipal School District (OH).
• Profiles and examples in From Vision to Action
  provide others with examples and techniques.

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DISTRICTS INTERVIEWED
Indicates 2003-2004 enrollment.
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FULTON COUNTY, GA

• Getting started District wide strategic planning
  process in place
• Implementation Cross functional teams help
  school site with data use and analysis
• Results All elementary schools met AYP targets
  in 2003-4

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LEMON GROVE

• Getting started ubiquitous access to technology
  and focus on literacy
• Implementation easy to use reports of multiple
  measures
• Results 3 out of 4 Title I schools declared high
  achieving

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CLEVELAND MUNICIPAL SCHOOL DISTRICT

• Getting started data warehouse developed with
  site specialist access
• Implementation Data teams discuss and analyze
  results to apply interventions
• Results Reduced unexcused absences in one school
  from 9 to 2

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KEY THEMES

• Implementing a successful school district
  data-driven decision making process requires 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 can be effectively utilized in
  the process.

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TEAM APPROACH TO SUCCESS

• design and implementation involves the IT
  department, curriculum and instruction,
  assessment ,evaluation, and professional
  development with oversight by the superintendent.
  
• integration into classroom practice requires the
  buy-in of teachers, principals and site-based
  support staff

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TECHNOLOGY MATTERS
Technology Tools
Data
Information

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TECHNOLOGY MATTERS

• Technology is constantly changing
• Information is the result of passing Data
  through Technology Tools
• Technology, by itself, has no value
• Results are primary goal

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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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DATA DRIVEN DECISION MAKING PROCESS

• A process of three functional areas
• collection, integration and dissemination of
  data
• analysis and reporting of data and
• process and procedures for acting on the data.

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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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PROGRESS IN DATA DRIVEN DECISION MAKING

• 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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CHALLENGES REMAIN

• Lack of training 50
• Interoperability 42
• Lack of understanding about what to do with the
  data 39
• Absence of clear priorities 36
• Failure to collect data uniformly 35

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FAILURE TO COLLECT DATA UNIFORMLY

• Capture data to meet requirements
• 7 no action, 28 early, 20 proficient
• Extract data for analysis
• 12 no action, 35 early, 15 proficient
• Process for intervention strategies
• 12 no action, 35 early, 13 proficient
• Not just a tech issue alignment and leadership
  are essential

CoSN Self Assessment Tool.
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(No Transcript)
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LESSONS LEARNED

• Select your technology team based on expertise
  and ability to perform
• Technologies employed must be based on the
  business goals and not the other way around
• Let the technology team do their job with
  frequent check points to the business model

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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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NEW FAQS

• Visit www.3d2know.org
• View the full list of FAQs
• Coming Soon Moderated discussion around these
  questions

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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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GROUP EXERCISE 1

• Select a problem that you are currently facing in
  your school or school district
• Indicate the types of data you will need to make
  a decision
• Identify how you will proceed
• Come up with an implementation plan, including
  barriers encountered

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GROUP EXERCISE 2

• Report out your findings
• Share your experiences
• Capture the findings ---
• We want to present these to a larger audience and
  post on www.3d2know.org

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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