1 / 30

Creating a Culture for Using Data in School Districts

Session Overview. DQC: Changing the Data ConversationTen Essential ElementsAnswering Policy Questions with Longitudinal DataProgress of States Since 2005 Inception of DQCDQC Phase IIFederal Stimulus Funds (ARRA): Longitudinal Data System OpportunitiesDistrict Data Use. 9/13/2012. 2. Question

valin
Télécharger la présentation

Creating a Culture for Using Data in School Districts

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

    1. Creating a Culture for Using Data in School Districts Paige Kowalski, DQC National School Boards Association Annual Conference April 4, 2009

    2. Session Overview DQC: Changing the Data Conversation Ten Essential Elements Answering Policy Questions with Longitudinal Data Progress of States Since 2005 Inception of DQC DQC Phase II Federal Stimulus Funds (ARRA): Longitudinal Data System Opportunities District Data Use 9/13/2012 2

    3. Questions List three questions you need your district administrators to answer in order for you to be an effective school board member. Can you currently get these questions answered? 9/13/2012 3

    4. Changing the Culture Around Data in Education Helping Educators View Data Not as a Hammer But as a Flashlight 9/13/2012 4 The way to increasing demand and use of this information is to change how we use it/what we do with it. Hammer to flashlight The way to increasing demand and use of this information is to change how we use it/what we do with it. Hammer to flashlight

    5. Moving Along the Accountability Spectrum Compliance Reporting Accountability (rearview mirror viewwhat we did well/not so well) Continuous Improvement (looking out the front window) 9/13/2012 5 Last 10-15 years, incredible changes in data.used for compliance/reporting purposesone way reporting; not used NCLBchanged how we report datadisaggregated by groupsstart really focusing on HOW we are doingFOR ALL KIDS Now..era of Improvement/Student Achievement.USING the data for improvement purposesforward thinking. We are just starting to tap into the power of longitudinal data NOW. Hammer to flashlight Last 10-15 years, incredible changes in data.used for compliance/reporting purposesone way reporting; not used NCLBchanged how we report datadisaggregated by groupsstart really focusing on HOW we are doingFOR ALL KIDS Now..era of Improvement/Student Achievement.USING the data for improvement purposesforward thinking. We are just starting to tap into the power of longitudinal data NOW. Hammer to flashlight

    6. 9/13/2012 6 The Ten Essential Elements

    7. 9/13/2012 7 What You Can Do with Longitudinal Data Longitudinal data gives you the power to answer questions about: Student academic growth Whether students are on track to later success School effectiveness with well-prepared and poorly-prepared students Student mobility and attrition Teacher preparation and effectiveness

    8. 9/13/2012 8 Sample Academic Growth Question How many students are achieving at least one years academic growth every year?

    9. 9/13/2012 9 Data Elements Required to Answer Academic Growth Question 1. A unique statewide student identifier 3. The ability to match individual students test records from year to year to measure academic growth 4. Information on untested students * According to the 2008 DQC Survey of State Data Systems, 39 states report having these elements and with enough years of data should be able to answer this and other academic growth questions. 3939

    10. 9/13/2012 10 Sample College and Career Ready Question What high school achievement levels indicate that a student is college and work ready?

    11. 9/13/2012 11 Data Elements Required to Answer College and Career Ready Question A unique statewide student identifier The ability to match individual students test records from year to year to measure academic growth Student-level college readiness test scores The ability to match student records between PK-12 and postsecondary systems *According to the 2008 DQC Survey of State Data Systems, 10 states report having these elements and with enough years of data should be able to answer this and other readiness questions.

    12. 9/13/2012 12 Longitudinal Data Systems and Improvement Efforts Longitudinal data systems inform good decision making at all levels Teachers and administrators are able to tailor instruction and programs to individual student needs. Policymakers are better informed with information based on student level data over time. Researchers can better evaluate impact of specific programs, approaches, and pedagogy on student achievement.

    13. Incredible progress in building these longitudinal data systems over the past 3 yearsNow hard work on focusing on reaping the benefits of this infrastructure investmentneed to make sure we build the capacity and demand to USE this information to IMPROVE. For this convesrsationTO ENSURE EVERY CHILD IS CAREER AND COLLEGE READY WHEN THEY LEAVE HS.Incredible progress in building these longitudinal data systems over the past 3 yearsNow hard work on focusing on reaping the benefits of this infrastructure investmentneed to make sure we build the capacity and demand to USE this information to IMPROVE. For this convesrsationTO ENSURE EVERY CHILD IS CAREER AND COLLEGE READY WHEN THEY LEAVE HS.

    14. DQC Progress: State of the States Circle somehow (ERICAhelp!) element 5, 6, 7, 8, 9 Talk about these being THE CCR elements The power of the bully pulpit to get folks to invest in them Why each one is importanthow they can ensure alignment of systems/curricula with assessments and also early warning systems/ timing of interventionsallocation of resources (element 5teacher allocation/training..not just merit pay) Have each state turn to their state page and talk about which ones they are missing; if not missing any, are they USING the data on these issues? If not, why not, and how to improve.Circle somehow (ERICAhelp!) element 5, 6, 7, 8, 9 Talk about these being THE CCR elements The power of the bully pulpit to get folks to invest in them Why each one is importanthow they can ensure alignment of systems/curricula with assessments and also early warning systems/ timing of interventionsallocation of resources (element 5teacher allocation/training..not just merit pay) Have each state turn to their state page and talk about which ones they are missing; if not missing any, are they USING the data on these issues? If not, why not, and how to improve.

    15. 9/13/2012 15 DQC Phase II: Expanding the Focus Align, Link, and Share Data Across the Pipeline Pre K and K-12 and Postsecondary P-20 with other critical data systems (health, labor, social services) Across districts and states Focus on Using Longitudinal Data for Improving Student Achievement

    17. 9/13/2012 17

    18. 9/13/2012 18

    19. 9/13/2012 19

    20. Data Opportunities in AARA $250 Million for State Longitudinal Data Systems Competitive Grant managed by Institute of Education Sciences Help states implement and use state longitudinal data systems (based on DQC ten elements, but also postsecondary and workforce data) Since 2005 50 states have applied for these grants in 3 rounds of funding; 27 states have received in first 2; last round will be announced in near future 9/13/2012 20

    21. Data Opportunities in AARA $53.6 Billion in Stabilization Funds $48.6 B to assist education budgets (formula) To tap into these funds, states must meet 4 Assurances: Equalize Teacher Distribution Enhance Quality & Alignment of Assessments Support Struggling Schools IMPROVE THE COLLECTION & USE OF LONGITUDINAL DATA $5B State Incentive GrantsRace to the Top Distributed by Secretary by competitive grant to help states fully meet the assurances goals 9/13/2012 21

    22. Strategic Stimulus Investments to Promote the Use of Data States should consider using ARRA funds to: Fully implement the DQC 10 Essential Elements Embark on the new 10 State Actions to Ensure Effective Data Use Work collaboratively with districts to ensure state systems are built to serve district needs Address data architecture issues (and work to develop common data models) to promote interoperability of data systems 9/13/2012 22 Supporting states to work with districts and use stim funds for thisSupporting states to work with districts and use stim funds for this

    23. 9/13/2012 23 Best Practices in Data-Driven Districts The Data Quality Campaign partnered with APQC Education to conduct a benchmarking study on: Data Collection & Reporting Collecting and aggregating data from (often disparate) data sources Ensuring data reliability and validity State-district data transfer Data Management and Analysis Best practices in data management/maintenance Best practices in data analysis Culture Integrating data into daily activities Organizational structures, policies, practices that promote data use Utilization Promoting use of data at all levels Professional Development/Training

    24. 9/13/2012 24 Best-Practice Partners Aldine ISD, TX Fulton County Public Schools, GA Gwinnett County Public Schools, GA Western Heights, OK Iredell-Statesville Schools, NC Montgomery County Public Schools, MD Palatine (CC School District 15), IL Clark County Public Schools, NV *See the APQC study for a complete listing of the 71 participating districts

    25. 9/13/2012 25 Key Characteristics of Best Practice Districts Utilize standards-based measures to inform instructional decisions Offer professional development opportunities to support a culture of data use Establish and leverage leadership support of a data-driven culture Adopt continuous improvement model that tracks key indicators Design and implement a data governance strategy to ensure data quality (pg 4-6 of brief) PROFESSIONAL DEVELOPMENT Ensure that professional development for teachers covers data analysis as well as technology training. Use professional development as an opportunity to establish and promote a culture where data is used to inform instruction and guide collaboration. Create policies that ensure adequate time for teachers to review, discuss, and collaborate around student data. LEADERSHIP Ensure that district leadership recognizes and understands how data related investments will result in improved student achievement. Create a leadership culture that requires data for all critical interactions and decisions. CONTINOUS IMPROVEMENT Ensure the development of systems to track key data elements including data-related expenditures and error monitoring. Ensure the tracking of meaningful student achievement data including district and state exams, norm referenced exams, SAT/ACT performance, and AP performance, and classroom grades in addition to data needed for accountability purposes. DATA GOVERNANCE Establish data governance, ownership, and responsibility policies that are well document and consistent with clear business rules. (pg 4-6 of brief) PROFESSIONAL DEVELOPMENT Ensure that professional development for teachers covers data analysis as well as technology training. Use professional development as an opportunity to establish and promote a culture where data is used to inform instruction and guide collaboration. Create policies that ensure adequate time for teachers to review, discuss, and collaborate around student data. LEADERSHIP Ensure that district leadership recognizes and understands how data related investments will result in improved student achievement. Create a leadership culture that requires data for all critical interactions and decisions. CONTINOUS IMPROVEMENT Ensure the development of systems to track key data elements including data-related expenditures and error monitoring. Ensure the tracking of meaningful student achievement data including district and state exams, norm referenced exams, SAT/ACT performance, and AP performance, and classroom grades in addition to data needed for accountability purposes. DATA GOVERNANCE Establish data governance, ownership, and responsibility policies that are well document and consistent with clear business rules.

    26. Quality Assurance Framework Clark County SD administrators are held accountable by their board of trustees with the aid of the Quality Assurance Framework. Indicators are chosen for tracking and the administration uses district data to set growth targets. District staff have the freedom to manage operations so long as theyre meeting the agreed upon goals. Clark County SD administrators are held accountable by their board of trustees with the aid of the Quality Assurance Framework. Indicators are chosen for tracking and the administration uses district data to set growth targets. District staff have the freedom to manage operations so long as theyre meeting the agreed upon goals.

    27. 9/13/2012 27 Challenges for Districts in Building a Culture of Data Identification of the questions that you need the data to answer Communication of data needs between school boards, districts, schools, and up to the SEA Analytical capacity at the district level State understanding of district data needs or, if it were easy wed all be doing it!or, if it were easy wed all be doing it!

    28. Having a Data Conversation Begin a dialogue with your districts administrators around data by asking: What type of professional development do we offer around data use at the school and classroom level? How do we use data to allocate resources? What is the process for changing which data are collected if key policy questions cannot be answered? Do all stakeholders (teachers, principals, parents, etc.) have access to data? 9/13/2012 28

    29. Questions Do you have any new questions to add to your original list of three questions based on what you heard today? What do you need from your state education agency to help you create a culture of data for your district? 9/13/2012 29

    30. 9/13/2012 30 Contact Information Paige Kowalski Data Quality Campaign Paige@DataQualityCampaign.org 202.262.5004 www.DataQualityCampaign.org

More Related