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Education for the Future eff.csuchico

Using Data to Improve Student Learning Preparing For The Hawaii Summer Data Institute. Education for the Future http:// eff.csuchico.edu. Bradley J. Geise bgeise@csuchico.edu. Education for the Future. Background. Education for the Future – Non-Profit Initiative

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Education for the Future eff.csuchico

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  1. Using Data to Improve Student Learning Preparing For The Hawaii Summer Data Institute Education for the Future http://eff.csuchico.edu Bradley J. Geise bgeise@csuchico.edu

  2. Education for the Future Background • Education for the Future – Non-Profit Initiative • Victoria L. Bernhardt, Exec Director • California State University, Chico • Our Mission • Funded by contracts. • 17 Books, Conferences, Institutes, Workshop. • Manage long-term implementation contracts. • Monthly online meeting series.

  3. Education for the Future Purpose and Intent • What is the purpose/intent of the Summer Institute? • Who should attend? • What do we need to do to prepare? • Address any other questions…

  4. Education for the Future Agenda • WHY data analysis/continuous improvement? • WHAT data should we engage as part of continuous improvement? • HOW do we engage continuous improvement as a learning organization? • Next steps.

  5. Education for the Future Why Data Analysis? Why Continuous School Improvement?

  6. Education for the Future Why Data Analysis/Continuous School Improvement? What are a few school improvement initiatives that immediately come to mind?

  7. Education for the Future Why Data Analysis/Continuous School Improvement? Inyour experience: How are school improvement initiatives determined to be effective? How are new school improvement initiatives deemed necessary?

  8. Mission Vision Continuous Improvement Cycle

  9. Education for the Future Vision defines the desired or intended future state of an organization or enterprise in terms of its fundamental objectives relative to key, core areas (curr, inst, assess, environ).

  10. Education for the Future Where do we want to be? Vision = Destination • Curriculum: What do we teach? • Instruction: How do we teach? • Assessment: How do we know they got it? • Environment: How do we treat each other/what kind of environment do we create?

  11. Education for the Future Mission succinctly defines the fundamental purpose of an organization or an enterprise, describing why they exist.

  12. Education for the Future Data Analysis for Continuous School Improvement Is About What You Are Evaluating Yourself Against

  13. Mission Vision Continuous Improvement Cycle

  14. Education for the Future Important Notes • It describes the work that schools • do, linking the essential elements • It is a process of evidence, • engagement, and artifacts

  15. Education for the Future A Process of Evidence, Engagement, and Artifacts • Evidence: • Data to inform and drive a logical progression of next steps. • Engagement: • Bringing staff together to inform improvement through the use of data, moving from personality driven to systemic and systematic. • Artifacts: • The documentation of your improvement efforts.

  16. Education for the Future Connecting The Dots Between Authentic Data-Driven School Improvement and… • 2013-14 Consolidated Schoolwide Plan (for Title I) • Robust School Improvement Plans for Consolidated Funding • Commission Performance and Accountability Reports • WASC Self Study report • Federal Reporting Requirements • Engaging the VersiFit Longitudinal Data System • Kamehameha Schools reporting. • Grant applications.

  17. Uses data to inform all aspects of operation. Is focused on quantifying realization of your vision, moving away from sole use of data for compliance and accountability. Connects the dots for reporting to a variety of stakeholders. Education for the Future A framework that:

  18. Education for the Future Where are we now? Comprehensive Data Analysis Using demographic, perception (climate, environment), school process, and student learning data to identify strengths, challenges, and implications for the plan.

  19. Education for the Future Where are we now? Comprehensive Data Analysis Evidence

  20. Education for the Future Demographics • Enrollment • Gender • Ethnicity / Race • Attendance (Absences) • Expulsions • Suspensions

  21. Education for the Future Demographics • Language Proficiency • Indicators of Poverty • Special Needs/Exceptionality • IEP (Yes/No) • Drop-Out/Graduation Rates • Program Enrollment

  22. School and Teaching Assignment Qualifications Years of Service Gender Additional Professional Development Education for the Future Staff Demographics

  23. Education for the Future Demographics What demographic elements currently concern you the most?

  24. Education for the Future Student Demographics • Language Proficiency • Indicators of Poverty • Special Needs/Exceptionality • IEP (Yes/No) • Drop-Out/Graduation Rates • Program Enrollment • Enrollment • Gender • Ethnicity / Race • Attendance (Absences) • Expulsions • Suspensions Staff Demographics • School and Teaching Assignment • Qualifications • Years of Service • Gender • Additional Professional Development

  25. Help us understand whatstudents, teachers, and parents are perceiving about the learning environment. We cannot act different from what we value, believe, perceive. Education for the Future Perceptions

  26. Student, Staff, Parents,Alumni Questionnaires Observations Focus Groups Education for the Future Perceptions

  27. Education for the Future Perceptions Given what we have discussed so far, what key measure must be a part of any staff questionnaire?

  28. Education for the Future Student Learning • Diagnostic Assessments(Universal Screeners) • Classroom Assessments • Formative Assessments(Progress Monitoring) • Summative Assessments(High Stakes Tests, End of Course)

  29. Education for the Future Student Learning What happens when learning organizations react solely to the measures used for compliance and accountability?

  30. Education for the Future School Processes Schools are perfectly designed to get the results they are getting now. If schools want different results, they must measure and then change their processes to create the results they really want.

  31. Education for the Future School Processes Processes include… • Actions, changes, functions that bring about a desired result • Curriculum, instructional strategies, assessment, programs, interventions … • The way we work.

  32. Education for the Future School Processes • The missing link in improving K-12 education • The missing link in meeting NCLB requirements

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