PowerPoint Presentation

Dr. Cory J. SteinerData StewardNDASA Round TableMidwinter ConferenceState of North DakotaThe Future of Education: Creating a Culture of Data-Based Decision Making1ObjectivesBy the end of this presentation, participants will:Understand the role leadership plays for utilizing data in educational organizationsUnderstand the four frames of reframing organizations and roles the frames play in leadershipUnderstand importance of creating a culture of quality dataIdentify roles needed to build a culture of quality dataUnderstand the State Longitudinal Data System (SLDS) past, present, and futureUnderstand job responsibilities of Data Steward Understand practical use of the School Profile, Assessment Inventory, ACT Student Detail, NDSA Growth Model Roster, and NDSA Assessment Trend, Student Directory reports, and Developmental Courses by Subject Area, and District Developmental Courses

2PurposeThe focus must be on moving from good to greatGet a little better every day`If you keep doing what you have been doing, you will keep getting what you have been getting

Stockdale ParadoxRetain faith that you will prevail in the end, regardless of the difficulties and at the same time confront the most brutal facts of your current reality whatever they might be

Good to Great: Why Some Companies Make the Leap and Others Don't (Collins, 2001)3Talking Point #1: Job ResponsibilitiesA Data What? A Data StewardProvide data administration for ND K-12 State Longitudinal Data System (SLDS)Facilitate cleaning of data (i.e.garbage in, garbage out)Provide professional development for teachers and administratorsPresent to future teachers and administratorsDevelop security course Develop ethics courseDevelop assessment workshopDevelop, lead and support services for K-12 RegistrarsMajor initiative and development of training programParticipate in strategic planning for the K-12 SLDSUtilize a Strengths, Weaknesses, Opportunities, and Threats Analysis (SWOT)Maintain a high level of professional competencyCommunication is key

Talking Point #2: Building a Culture with Quality LeadershipGet TwoWho are the leaders in your organization?

What is one thing an educational leader can do that (if done well) will make a difference in an organization?7Roles for Leaders in the Data MovementAdministratorsTeachers1. 2.3.4.5.1.2.3.45.

8How Do You Shift Your Culture?Create A Sense of UrgencyAny successful change starts with urgencyComplacency is common throughout organizationsWe are much too complacentand we dont even know itDont mistake busy for non-complacentChange is not comingIt is hereWe must pay attention to change, but do not put it on a pedestalFocus must shift from change to the idea of continuous improvementBefore this can happen, correction must take place Bottom Line isWe are paying insufficient attention to key opportunities SLDS is the opportunity to reframe your organization

9Reframing OrganizationsFour frames of reference in decision-making (for all positions in education):Human resources (people within organization)Symbolic (culture)Structural (procedures & policies)Political (public)

Every decision you make in your organization has an element from each frame (i.e.Changing your lunch schedule, school calendar, etc.).Every decision has an affect on your culture

Reframing Organizations: Artistry, Choice, and Leadership (Bolman & Deal, 2003)10Data-Driven CultureA ModelAll student achievement decisions are based on data and not on adult preferencesAll instructional staff are involved in decisionsAll instructional staff members are involved in collaborative teams (PLCs) that analyze state, district, school and classroom assessment data to:Plan instructionSet curricular priorities (strong link with common core)Develop action plans (with smart goals)Work towards achieving adequate yearly progressEngage in program evaluationOn-going support and professional development is provided to refine skills in using data to make decisions that affect students and programsValue quality data Value a careful and ethical approach to using and sharing dataMust create a culture that values self-reflection

11Data QualityData pays us and grades us (NCES)Organizations/schools that value quality data engage in the following behaviors:Challenge stereotypes that are linked to dataDont rush to judgmentDont abuse the Y axisDont use data to punish or create anxietyDont share identifiable information (FERPA)Challenge stereotypes (like FRL)12

Remember: Rushing to Judgment Has Legal Ramifications

Personally Identifiable Information: Other information that alone, or in combination is linked or linkable to a specific student that would allow a person in the school community to identify the student with reasonable certaintySomething to Keep in Mind

North Dakotas general rule is:A groups data, whose size is less than 10, can not be publicly displayed.

Truth, Lies & Data QualityA school created a website mistakenly telling 76 students they had been accepted into the school when in fact they had not been. The US Government mistakenly sent Christmas ornaments to 1,150 deceased marines and sailors with a flyer about an athletic reconditioning program. Some students were able to obtain administrative password to the system and logged in and cleared absences /tardies for a fee. A stolen laptop that contained command codes used to control the international space station was not encrypted. A high school in Las Vegas was ranked 13th among U.S. News and World Report based upon their student teacher ratio of 4 to 1 and a 100% pass rate on AP exams.

Talking Point #3: The State Longitudinal Data System16State Longitudinal Data System (SLDS)

-This MUST be viewed as an opportunity17What is a Data Warehouse?Logical and strategic ordering and storage of data in central areaSystem consists of a statewide data warehouse that allows program evaluation over single or multiple yearsIntegrates data from several state agencies

SLDS Grantee States

Missing are:

AlabamaDelawareNew JerseyNew MexicoNorth DakotaSouth DakotaVermontWest VirginiaWyoming19North Dakota Statewide Longitudinal Data System (SLDS)SLDS is a cooperative project between:Information Technology Department (ITD)Department of Public Instruction(DPI)North Dakota University System (NDUS)Department of CommerceDepartment of Career and Technical EducationJob Service of North DakotaEducation Technology Council (ETC)Department of HealthDepartment of Human ServicesElements for education (K-12 and higher education), training, and employment programs For K-12, provides data for:Program evaluationStudent evaluationStudent programming (next day availability)-For K-12, SLDS is going to be a key mechanism for school improvement20

http://nces.ed.gov/Programs/SLDSEvaluate teacher programs to improve instructionKnow if graduates have skills to succeed in postsecondary and/or workforceSimplify local, state, and federal reportingSupport data-driven decision-making for all educatorsGoals of Statewide Longitudinal Data Systems

Tool for Analyzing Data

How are we doing?Compared to SelfGrade level, Sub Groups, Trends

2. Compared to Others National, State, Similar Schools

Compared to AbsolutesStandards, Cut Scores, Scale Scores, ReadinessMichael FullanIn-Depth Analysis

Creating Information and Avoiding DRIP, (Data Rich Information Poor)

Drill Down

2. Go Visual

Export

http://nces.ed.gov/Programs/SLDSElements of Longitudinal Data SystemsStudent Enrollment InformationInformation on Graduates, Transfers, DropoutsState Assessment ScoresInformation on Students Not TestedCollege-Readiness Test ScoresA Teacher Identifier SystemStudent Transcript InformationData on Student Transition and Success in CollegeData on Preparation for Success in Postsecondary EducationAn Audit System to Ensure Data QualityAbility to Share Data from Preschool Through CollegeUnique Student IdentifiersND SLDS in StagesCompleted (infant)Provided data to the Regional Education Associations (REAs) for Hess GrantProduced matches to Workforce data for Adult Ed and CTE to create federal reportsModified Vital Statistics system to include birth records in the SLDSIn Progress (adolescent)Expanding master person index (Active Directory Project)Gathering requirements for postsecondary data in the SLDSDeveloping data pump for Vital Statistics dataAssigning state student IDs at birthFuture (adult)Review portal products, potential vendor offerings, and the best direction for NDGather new report requirements and expand SLDS to gather relevant dataPlan work necessary to fulfill postsecondary grant

25PhasesNow and in the FutureTrainingPhase 1 is ongoingIntroduce SLDS and basic features to administrative assistants, administrators, coordinators, and directors throughout the state288 participantsWill be doing another round of initial training Phase 2 is beginningHow to use SLDS to impact student achievement (drill down to student level)SEED project with individual schools from each REA (Grafton, Maddock, and Kulm)

26Talking Point #4: What Really MattersSLDS: An Avenue for Self-ReflectionUse data for good and not evilData Set #1School AScored 3 points more per game than previous yearSchool BScored 20 points more per game than previous yearDiscussion QuestionGet TwoWhat can you say about this set of data?Data Set #2School AScored 70 points per game in previous yearSchool BScored 38 points per game in previous yearDiscussion QuestionGet Two What can you say about this set of data?Discussion QuestionGet Two What other data do you need to say?

28Questions Districts Must AskAnd Be Able to AnswerSLDS Provides AnswersAttendanceAcademicsWhat is the percentage of overall attendance?What groups have the lowest attendance rate?What groups show growth?Where is their a gap in achievement?Who is meeting their growth targets and goals?What are the characteristics of groups above, at, or below grade level?What progress monitoring is taking place?SLDS: A Practical Approach to TrainingLead to root cause analysisReduce the problem and not just symptomReduce wasted efforts and resourcesEncourage critical conversations and self-reflectionReinforce rationale for decisionsRoot Cause Analysis: School Leader's Guide to Using Data to Dissolve Problems (Preuss, 2003)-Can we get teachers to buy into this? -Key is self-reflection for professionals 30The Five WhysSimple problem-solving and identificationAsk the question why five timesDig deeper to find a causeExample: We have too many students tardy to classWhy do we have so many tardiesStudents are saying they dont have time to get to their next classWhy dont students have time to get from one class to another?Students are saying that four minutes is not enough time to get aroundWhy is the passing time only four minutes?We wanted to reduce the amount of time students were in the hallsWhy did we want to reduce time students were in the halls?We were having a lot of issues with student behavior and disciplineWhy did we want to reduce disciplinary problems?It was taking us away from our classes and taking students out of our classes31Talking Point #5: Key ReportsFive Key Reports

School Profile ReportPurpose: Provides an overview of enrollment, attendance, and NDSA results.

Assessment Inventory ReportPurpose: List all assessments that are currently available in SLDS.

School Assessment Summary ReportPurpose: Provides summary information selectable by assessment and subject area (NDSA, ACT, MAP, AimsWeb). Drills to school assessment details by assessment subject to allow for filtering on program and student demographics.

NDSA Growth Model Roster Report Purpose: Provides an overview of individual students in comparison to meeting their growth index

NDSA Growth Model Roster Report: So What, Now WhatGoal setting is the single most powerful motivation tool in a leaders toolkit (Blanchard)Allows you to set SMART goals with students

NDSA Trend ReportPurpose: Provides NDSA trend data for a school.

Student Directory ReportPurpose: Displays student proficiency details selectable by school year, grade, school, proficiency level, and student demographics

47Student DashboardWill be able to designate students as at-riskWill do so by:AttendanceAssessment ScoresCourse Grades10% or more drop in averageGrades below a C levelCourses repeatingFailing courses48The Student Dashboard

49New and Improved Student Dashboard

50Student Directory: So What, Now WhatCourse Grades:In workshop, review incoming students previous dataDesign seating chart around this dataProvide TLC for at-risk students Assessment ResultsReview assessment results with students (individually) in your class; set goals for future standardized assessmentsDevelopmental Courses By Subject AreaPurpose: A districts postsecondary enrollment in Developmental Courses, broken out by course subject. Shows totals for high school graduating classes who are enrolled at an NDUS campus.

District Developmental CoursesPurpose: A districts postsecondary enrollment in Developmental Courses. Shows totals for high school graduating classes who are enrolled at an NDUS campus.

Talking Point #6: Odds n Ends56Odds n EndsPermissionsREAAdministrator (district)Teacher (school)Data Share AgreementsNeeded for:NWEADIBELSAimsWebmClassThings to KnowStudent Mismatched InformationVertical ReportingTransportationPictures on SLDSAligning attendance codesSupport QuestionsSection on websiteE-mail me with questions

Final ThoughtsHave a genuine appreciation for the effort and commitment that everyone makes because together, we shall succeed.

Casey Bradley, Jacksonville Jaguars Head Coach59Questions?? Dr. Cory J SteinerE-mail: costeiner@nd.gov Twitter: @nddatastewardBlog: http://blogs.edutech.nodak.edu/corysteiner/Phone: 701-893-5087