Education for the Future eff.csuchico

Education for the Futurehttp://eff.csuchico.edu

Bradley J. [email protected]

Using Data to Improve Student Learning

Preparing For The Hawaii Summer Data Institute

Educat ion 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.


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…


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.

Why Data Analysis?Why Continuous School Improvement?


What are a few school improvement initiatives

that immediately come to mind?

Why Data Analysis/Continuous SchoolImprovement?


In your experience:How are school improvement initiatives

determined to be effective?How are new school improvement

initiatives deemed necessary?

Why Data Analysis/Continuous SchoolImprovement?


Continuous Improvement Cycle

MissionVision

Vision defines the desired or intendedfuture state of an organization or enterprise

in terms of its fundamental objectives relative to key, core areas (curr, inst, assess,

environ).


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?

Mission succinctly defines the fundamental purpose of an organization or an

enterprise, describing why they exist.


Data Analysis for Continuous School Improvement Is About What You Are

Evaluating Yourself Against



MissionVision

• It describes the work that schools do, linking the essential elements• It is a process of evidence, engagement, and artifacts

Important NotesEducat ion for the Future


A Process of Evidence, Engagement, and ArtifactsEvidence:

• 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.


Connecting The Dots Between AuthenticData-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.

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.


A framework that:


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.



Evidence

Enrollment Gender Ethnicity / Race Attendance (Absences) Expulsions Suspensions


Demographics

Language Proficiency Indicators of Poverty Special

Needs/Exceptionality IEP (Yes/No) Drop-Out/Graduation

Rates Program Enrollment


Demographics

School and Teaching Assignment Qualifications Years of Service Gender Additional Professional

Development


Staff Demographics

What demographic elements currently concern

you the most?


Demographics


Educat ion for the FutureStudent Demographics

Language Proficiency Indicators of Poverty Special Needs/Exceptionality IEP (Yes/No) Drop-Out/Graduation Rates Program Enrollment

School and Teaching Assignment Qualifications Years of Service Gender Additional Professional Development

Staff Demographics

Help us understand whatstudents, teachers, and parents are perceiving about the learning environment.

We cannot act different from what we value, believe, perceive.


Perceptions

Student, Staff, Parents,Alumni Questionnaires

Observations Focus Groups


Perceptions

Given what we have discussed so far, what key measure must be a part of

any staff questionnaire?


Perceptions

Diagnostic Assessments(Universal Screeners)

Classroom Assessments Formative Assessments

(Progress Monitoring) Summative Assessments

(High Stakes Tests, End of Course)


Student Learning

What happens when learning organizations react solely to the measures used

for compliance and accountability?


Student Learning

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.


School Processes

School ProcessesProcesses include…

Actions, changes, functions that bring about a desired result

Curriculum, instructional strategies, assessment, programs, interventions … The way we work.


School Processes

The missing link in improving K-12 education

The missing link in meeting NCLB requirements


School ProcessesProcesses include…




What process changes most frequently when leadership

changes?


School Processes



Engagement

Where are we now?Comprehensive Data AnalysisThe key to staff engagement?

Creating a vehicle that tells the story of what you are doing well relative to what

you could be doingbetter. A vehicle that is accessible and

can involveall staff.


1. What are Big River’s demographic strengths and challenges?

Strengths Challenges

2. What are some implications for the Big River High School improvement plan?

3. Looking at the demographic data presented, what other demographic data would you want to answer the question Who are we? for Big River High School?

Study Questions—Demographic Data


• Review the data to identify strengths, challenges, implications for planning, and further data needed.

• Prepare your findings on poster paper.


PERCEPTION DATA

What does it look like as you pulltogether the implications for planning

from all areas of data?







Problem Solving Cycle

• Identifying problems that you would like to solve using data.• Coming up with 20 hunches/hypotheses about why theproblem exists.• Identifying the questions you need to answer to know more about the problem, and what data you need to gather.• Naturally leading to process measurement?

Thinking about problems more deeply, broadly, and in a way that allows you to identify data resources.

How did we get to where we are?Getting to Contributing Causes


Not enough students are proficient inEnglish Language Arts and Math.

Identify the ProblemEducat ion for the Future

THE PROBLEM-SOLVING CYCLEExample Hunches/Hypotheses

THE PROBLEM-SOLVING CYCLEExample Hunches/Hypotheses

What questions do you need to answer to knowmore about the problem and what data do

you need to gather?

Problem Solving Cycle


THE PROBLEM-SOLVING CYCLEExample Questions/Data Needed

Evidence:• Automatically end up at the 4 circles.• Focus on the process(es) at the root.

Problem Solving CycleEducat ion for the Future

Engagement:• Makes big problems manageable.• Time savings.• Key in making the move from personalitydriven to systemic and systematic.

Digging Deeper Into Process

Measurement


Assessing ProcessesSchools 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.

Digging Deeper Into School Processes


Measuring School ProcessesProcesses include…




Measuring School Processes

The missing link in improving K-12 education

The missing link in meeting NCLB requirements


Mapping School ProcessesExamining Process at

ImplementationHelps Us —

Assess what is really being implemented Understand how we are getting our results Determine the cause of a problem or challenge


Mapping School Processes Builds common understandings of a whole process

Communicates process-related information visually

Reveals problems and potential solutions


Measuring School ProcessesIf you are not monitoringand measuring process

implementation, the process probably does not exist.


Process MappingProcess maps or flow charts are

composed of a relatively standardized set of symbols.


Creating Process MapsEducat ion for the Future

• Empowering change.• Creating a focus on fidelity.• Considering best practice and professional learning.• Practically applying previous learning.• Considering the role of assessment and student learning data.• Provides foundation for effective monitoring and measuring.• Process allowing reflection on vision (values and beliefs).

Using Data to Inform Mission and VisionA Process of Continuous

Improvement


Shared visions emerge from personal visions.This is how they derive their energy and

how they foster commitment…If people do not have their own vision,

all they can do is “sign up” for some else’s.The result is compliance, never commitment.

Peter Senge



Mission succinctly defines the fundamental purpose of an organization or an

enterprise, describing why they exist.


Vision defines the desired or intendedfuture state of an organization or enterprise

in terms of its fundamental objectives relative to key, core areas (curr, inst, assess,

environ).


• Identify values and beliefs.• Curr, Instr, Assessment, Environment.

• Determine purpose.• Develop mission.• Develop shared vision to accomplish mission.• Create action plan.

Where do we want to be?Building A Vision


Using Data to Inform Mission and VisionA Process of Continuous

Improvement


Using Staff Questionnaire ResultsTo Inform Mission and Vision

Response to: I work with people who collaborate effectively.








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?

Vision is Putting Action to Our Values and Beliefs


• We must collaborate to provide qualityinstruction.

Value/Belief:

…Into A Shared Vision.

• We will collaborate through effective implementation of ProfessionalLearning Communities.

Vision:


CREATINGA VISION AND MISSIONComprehensive Data Analysis

Best Practices Learning


MissionVision

• Values and beliefs into action• Reflective of your theory of change

• Must be informed by data andresearch – the evidence of best practices• The collaboration around data to inform vision IS getting the agreements in place for change



How are we going to get to where we want

to be?


The Improvement Plan as The Evidence of

Engagement

Quality Planning


“Vision without action is merely a dream. Action without vision just passes the

time. Vision with action can change the world”

Joel A. Barker

Items essential to the success of your plan:

• Bringing together implications for planningfrom demographic, perception, process, studentlearning data as well as problem solving.

How are we going to get there?


Items essential to the success of your plan:• Professional development to support the plan.• An effective leadership structure that defines roles and responsibilities, meeting times, etc., tocarry out the plan.• Partnerships to that are aligned to realizing the vision.

How are we going to get there?


Professional Learning


Includes everyone on the staff.

How to implement the vision.

Planned in advance.

LeadershipEducat ion for the Future

Assists everyone in theorganization in

implementingthe vision. Structures in alignment

withthe vision. Roles and

responsibilities. Effective meetings.

Partnership DevelopmentEducat ion for the Future

Start with what we expectstudents to know and be

ableto do.

Collaborate with: Parents Community Businesses






Continuous Improvement and Evaluation


“Continuous improvementcauses us to think about

upstream process improvement; not downstream damage control.”

-Teams & Tools

Continuous Improvement and Evaluation


Align elements to vision. Systems thinking. Next steps. Evaluate all parts of the system.

Measuring School Processes

You cannot evaluate a program that you cannot describe.



Making Time for School Improvement

• Knowledge/Information (Why?)• CIPlanning Framework/Process• Data• Organizational Structures• Time

Not just about time…


Knowledge/Information: Why?

Framework/Process

Data

Organizational Structures

Time

1. Identify the change agents.2. Empower with data to identify need(s).3. Collaboratively prescribe change.4. Support through prof learning,leadership, partnerships.5. Evaluate to make sure it is making theintended difference.

Improvement ProcessEducat ion 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…


Institute Prep Checklist1. Administer questionnaires?2. Evaluation of demographic data.3. Evaluation of student learning data.4. Put the team together.5. Additional help needed? Fill out thesession evaluation…


Educat ion for the FutureStudent Demographics

Language Proficiency Indicators of Poverty Special Needs/Exceptionality IEP (Yes/No) Drop-Out/Graduation Rates Program Enrollment

School and Teaching Assignment Qualifications Years of Service Gender Additional Professional Development

Staff Demographics

Bradley [email protected]


Documents

Education for the Future eff.csuchico