3D: DataDriven Decision Making The Vision to Know and Do

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3D Data-Driven Decision Making The Vision to
Know and Do

• Jim Hirsch
• TCEA Conference
• February 4, 2004
• Austin, Texas

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• CoSN Mission
• To advance the K-12 education communitys
  capacity to effectively use technology to improve
  learning through advocacy, policy and leadership
  development.
• WWW.COSN.ORG

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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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Vision to Know and Dowww.3d2know.org

• Launched by CoSN to help educators use data
  effectively with support from ETS, IBM and SAS
• Goals
• 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

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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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Context

• Standards driven reform
• Assessments tied to standards
• Raised expectations for all students
• Technology tools
• Accountability mandates inNo Child Left Behind

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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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Moving Beyond the Mandate

• NCLB 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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A New Paradigm

• Sophisticated data collection
• dissemination technologies
• better understanding of how
  individuals learn
• new assessments
• Transformation of Education

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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 Rich Districts

• School districts and school district consortia
  are moving a step ahead of NCLB requirements by
  integrating data reporting into a culture of
  continuous improvement.

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Data Collection An Iterative Process
Vision
Response Revise
Tactics Act
Reports Analysis
Measures Collect Data
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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 DistrictDaily Activities Tied to
Vision

• Name Montgomery County Public Schools
• Location Rockville, Maryland
• Enrollment 138,891 student

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MCSD Improvement Process

• Vision articulated by the superintendent and
  board with community buy-in.
• Objectives that are measurable and have a set
  time frame.
• Strategies to support the objectives.
• Plans to carry out the strategies.
• Activities done every day and linked back to
  objectives.

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MCSD Integrated Quality Management System
User Views
HRIS
X
Source John Burke, Montgomery County School
District, 2003
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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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The Power of Data

• Data used to make decisions are a powerful
  tool, providing educators with a deeper vision to
  know more about students and learning, and to do
  better in achieving educational goals.
• Vision to Know and Do

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The Power of Data
Rasch Units (equal intervals)
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The Power of Data
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The Power of Data
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The Power of Data
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The Power of Data
Grade Distribution Algebra 1 (first semester)
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The Power of Data
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The Power of Data
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Barriers to Data Use

• Lack of training in data use
• No uniform data collection
• Lack of leadership at the school and district
  level
• Outdated technology
• Unclear priorities
• Distrust of data use

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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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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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Making It Happen Integrating Data Into the
Equation

• To consider
• Implementation scale and scope
• What to gather
• Cleaning up the data
• Reporting out and user queries
• Cost of adoption
• Professional development
• Collaboration and partnerships

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Linking Needs to Outcomes
Assign Responsibilities
Issues and Concerns
Collect Input
Teachers
Share Outcomes
Students
Faculty Staff Students Parents Community Districts
Goals
Annual Scorecard
Parents
Admin
Snapshot Assessment
Identify
Staff
Board
Decisions
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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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Help Us to Learn More

• Let us hear from you
• Name
• Location
• Enrollment
• Goal
• Process
• Tools
• Results

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For Additional Information

• What's New
• Publications
• Best Practices
• Other Resources
• Subscribe to the Newsletter
• www.3d2know.org

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CoSN

• Professional Development Resources
• Join us for additional 3D programming at
• CoSNs Annual K-12 School Networking Conference
• March 2-3, 2004 in Arlington, VA (just outside
  of Washington DC).
• www.k12schoolnetworking.org
• Visit our website for updates about CoSN
  programs, activities and information sources at
  www.cosn.org.

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www.cosn.orgIrene K. SperoVice
President202-861-2676 x112 1710 Rhode Island
Ave., NW 900Washington, DC 20036