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Navigating Data: Transforming Education Through Multiple Lenses

Explore the journey of utilizing data in education, from identifying root causes to implementing solutions for student success. This comprehensive guide covers data collection barriers, important metrics, and the problem-solving cycle for continuous improvement.

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Navigating Data: Transforming Education Through Multiple Lenses

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  1. Looking Through Many Lenses Kathleen M. Hill Curriculum Coordinator Inter-Lakes School District

  2. Data: The JourneyFirst Steps • Systematic and Systemic? • Student focused? • Multiple sources? • Varied focus?

  3. Data: A Metaphor

  4. Data: The JourneyAh Ha • March 2006 ASCD

  5. Data: The JourneyAh Ha • Summer 2006 EFF • Summer 2007

  6. Importance of Data • Replace hunches with facts • Close the gap between the vision and where we are • Identify root causes to fix a problem not a symptom • Analyze school processes

  7. Importance of Data • Assess needs to target issues and eliminate ineffective practices • Efficient use of resources • Meeting goals? Implementing vision?

  8. Importance of Data • Community support • Continuous improvement • Predict and prevent failure • Predict and ensure success

  9. Data: Barriers • Lack of training to use data • Whose job is it anyway? • Focused on subject matter and not students • Professional development

  10. Data: Barriers • Collecting data takes away from teaching • Negative experiences with data • Overwhelming • The teachers don’t believe it

  11. Data: Barriers

  12. Constant Data Collection and Feedback

  13. A system is not the sum of its parts, but rather, the product of the interaction of the parts

  14. What Data are Important? Demographics • Enrollment • Attendance • Ethnicity • Gender • Observe trends • Use for prediction and planning

  15. What Data are Important? Perceptions • Questionnaires • Interviews • Forums • Observations • Understand what constituents think about the learning environment • People act on their perceptions

  16. What Data are Important? Student Learning • Standardized test Results • GPA • Classroom Assessments • Outcomes • Looking at different student learning results is often what schools think of as looking at multiple measures

  17. What Data are Important? School Processes • How do we teach reading? • How are students referred for extra help? • How do we teach math? • Reflect on process • Need to know and understand processes in order to change results • May be the hardest data to collect

  18. Multiple Measures One measure gives valuable information but just a snapshot. The information at the intersections helps to define the questions we need to ask in order to plan and predict for student success.

  19. Multiple Measures When multiple measures intersect:

  20. Multiple Measures Demographics

  21. Multiple Measures Perceptions

  22. Multiple Measures Student Learning

  23. Multiple Measures Student Learning

  24. Multiple Measures School Processes Top-Down Flowchart Template

  25. Data Intersections

  26. Data Intersections

  27. Data Intersections

  28. Now what? • Problem Solving Cycle • District/School Portfolios • Continuous Improvement Continuums

  29. Problem Solving Cycle • Identify the problem • Describe hunches and hypotheses • Identify questions and data • Analyze multiple measures • Analyze political realities and root causes • Develop action plan • Implement action plan • Evaluate implementation • Improve process

  30. District/School Portfolio

  31. District/School Portfolio

  32. District/School Portfolio

  33. Education for the Future Initiative Continuous Improvement ContinuumsINFORMATION AND ANALYSIS

  34. Where We Are • Refining District Portfolio • Developing School Portfolios • Using the Problem Solving Cycle • CICs

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