perspectives on using data in school improvement

UNLOCK THE POWER OF DATA FOR CONTINUOUS

SCHOOL IMPROVEMENT

Fusion 2012 NWEA Summer Conference

Victoria L. Bernhardt Education for the Future

[email protected]

http://eff.csuchico.edu

!! Teachers and administrators must believe that all children can learn.

!! Schools must honestly review their data, especially classroom.

!! There must be one vision.

!! There needs to be one plan to implement the vision.

THINGS THAT NEED TO HAPPEN


!! Curriculum, instructional strategies,

and assessments must be aligned to the Common Core State Standards.

!! Staff need to collaborate and use student, classroom, and school level data related to standards implementation.

Victoria L. Bernhardt, Education for the Future, Chico, CA (http://eff.csuchico.edu). of 15


!! Staff need professional development to work differently.

!! Schools need to rethink their current structures, and

avoid add-ons.

WHAT IS THE HARDEST PART FROM YOUR PERSPECTIVE?

!! Beliefs that all children can learn.

!! Schools honestly reviewing their data.

!! One vision.

!! One plan to implement the vision. !! Curriculum, instructional strategies, and

assessments aligned to standards. !! Staff collaboration and use of data related to

standards implementation.

!! Staff professional development to work differently.

!! Rethinking current structures to avoid add-ons. !


Multiple Measures of Data

© Education for the Future, Chico, CA (http://eff.csuchico.edu)

Over time,student learning datagive information aboutstudent performance ondifferent measures.

Tells us:The impact of the program onstudent learning based uponperceptions of the programand on the processes used.

Over time,perceptionscan tellus aboutenvironmentalimprovements.

Tells us:What processes/programs work bestfor different groupsof students with respectto student learning.

Tells us:If a program is makinga difference in studentlearning results.

Tells us:The impact ofstudent perceptionsof the learningenvironment onstudent learning.

Over time,school processesshow howclassroomschange.

Tells us:Student participationin different programs andprocesses.

Tells us:What processes/programsdifferent groups ofstudents like best.

Allows the prediction ofactions/processes/programsthat best meet the learningneeds of all students.

Over time,demographicdata indicatechanges in thecontext ofthe school.

Tells us:The impact ofdemographic factorsand attitudes about thelearning environmenton student learning.

Tells us:If groups of studentsare “experiencingschool” differently.

DEMOGRAPHICS

PER

CEP

TIO

NS

STUDENT LEARNING

SCH

OO

L P

RO

CES

SES

Enrollment, Attendance,Drop-Out Rate

Ethnicity, Gender,Grade Level

Des

crip

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ofSc

hool

Pro

gram

san

d Pr

oces

ses

Standardized TestsNorm/Criterion-Referenced TestsTeacher Observations of Abilities

Formative Assessments

Perceptions of Learning Environment

Values and B

eliefsA

ttitudesO

bservations


Reasons to Collect and Use Data—

DATA-DRIVEN DECISION MAKING

!! Find out where you are

!! To understand how you got there

!! Plan

!! Evaluate

!! Predict

!! Describe the context of the school and school district.

!! Help us understand all other numbers.

!! Are used for disaggregating other types of data.

!! Describe our system and leadership.

DEMOGRAPHICS ARE IMPORTANT DATA

!! 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 (Continued)

!! School and Teaching Assignment

!! Qualifications

!! Years of Teaching Total/School

!! Gender, Ethnicity

!! Additional Professional

Development

STAFF DEMOGRAPHICS

WHAT STUDENT DEMOGRAPHIC DATA ELEMENTS CHANGE WHEN

LEADERSHIP CHANGES?

!! Enrollment

!! Gender

!! Ethnicity/Race

!! Attendance (Absences)

!! Expulsions

!! Suspensions

!! Language Proficiency

!! Indicators of Poverty

!! Special Needs/ Exceptionality

!! IEP (Yes/No)

!! Drop-Out / Graduation Rates

!! Program Enrollment


!! STRENGTHS: Something positive that can be seen in the data. Often leverage for improving a challenge.

!! CHALLENGES: Data that imply something might need attention, a potential undesirable result, or something out of a school’s control.

!! IMPLICATIONS FOR THE SCHOOL IMPROVEMENT PLAN are placeholders until all the data are analyzed. Implications are concepts to not forget to address in the school improvement plan. Implications most often result from CHALLENGES.

DEFINITIONS

!! The school is small.

!! Our teacher-student ratio is small.

!! Students are diverse.

EXAMPLE STRENGTHS

EXAMPLE CHALLENGES

!! Students are diverse.

!! The number and percentage of

students living in poverty has doubled

in the past 3 years.

!! We have a large percentage of

students identified for special

education services.


EXAMPLE IMPLICATIONS FOR THE SCHOOL IMPROVEMENT PLAN

!! Do staff have the professional learning they need to teach students who live in poverty, are at-risk, and diverse?

!! Staff need to make sure all processes provide equal access to learning, regardless of student background (i.e., homework, assignments that require money, same expectations.)

!! Help us understand what students, teachers, and parents are perceiving about the learning environment.

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

PERCEPTIONS ARE IMPORTANT DATA

!! Student, Staff, Parents, Alumni Questionnaires

!! Observations

!! Focus Groups

PERCEPTIONS INCLUDE


PERCEPTIONS

What do you suppose students

say is the #1 thing that has

to be in place in order for them

to learn?

!! Know what students are learning.

!! Understand what we are teaching.

!! Determine which students need extra help.

STUDENT LEARNING ARE IMPORTANT DATA

STUDENT LEARNING DATA INCLUDE

!! Universal Screeners !! Diagnostic Assessments

!! Assessments for Learning

!! Formative Assessments (Progress Monitoring)

!! Summative Assessments (High Stakes Tests, End of Course)


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© E

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SCHOOL PROCESSES ARE IMPORTANT DATA

!!Tell us about the way we work.

!!Tell us how we get the results we are getting.

!!Help us know if we have instructional coherence.

SCHOOL PROCESSES INCLUDE

!! Standards Implementation

!! Curriculum

!! Instructional Strategies

!! Assessment Strategies

!! Programs/Processes


!! Instructional Coherence.

!! A shared Vision for School

Improvement.

!! Data-Driven Decision Making.

PRECONDITIONS FOR SCHOOL IMPROVEMENT


!! Challenge current processes with data.

!! Inspire a shared vision.

!! Enable others to act.

!! Model the way.

!! Encourage the heart.

The Leadership Challenge

LEADERSHIP

THANK YOU!

Victoria L. Bernhardt Education for the Future [email protected] http://eff.csuchico.edu


perspectives on using data in school improvement

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