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Unlocking the Power of Data for Continuous School Improvement
Victoria L. Bernhardt [email protected]
http://eff.csuchico.edu
Confederation of Oregon School Administrators August 7, 2015
WELCOME!
Victoria L. Bernhardt [email protected] http://eff.csuchico.edu
UNLOCKING THE POWER OF DATA FOR CONTINUOUS SCHOOL IMPROVEMENT
COSA���August 7, 2015
OUTCOMES
Everyone understands—
§ The Continuous School Improvement (CSI) Framework.
§ What and how data are important for continuous school improvement planning.
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 clear and aligned to standards. § Staff collaboration and use of data related to
standards implementation. § Staff professional learning to work differently. § Rethinking current structures to avoid add-ons.
Victoria L. Bernhardt, Education for the Future, Chico, CA, (http://eff.csuchico.edu). Page 1 of 22
Confederation of Oregon School Administrators August 7, 2015
THINGS WE KNOW ABOUT IMPROVING STUDENT LEARNING
§ Quality of classroom instruction is the single greatest predictor of student learning and achievement.
§ Principal leadership is second . . .
Robert J. Marzano
THINGS WE KNOW ABOUT DATA USE
For data to be used to impact classroom instruction, there must be structures in place, to— § Implement a shared schoolwide
vision. § Help staffs review data and discuss
improving processes. § Have regular, honest collaborations
that cause learning.
LEARNING DEFINITION
Learning is the process
through which experience
causes permanent change in
knowledge or behavior.
Cognitive Psychology
Victoria L. Bernhardt, Education for the Future, Chico, CA, (http://eff.csuchico.edu). Page 2 of 22
Bernhardt, V.L. (2013). Data Analysis for Continuous School Improvement. Third Edition. New York, NY: Routledge. Page 14. Reproducible.
Victoria L. Bernhardt, Education for the Future, Chico, CA, (http://eff.csuchico.edu). Page 3 of 22
Victoria L. Bernhardt, Education for the Future, Chico, CA, (http://eff.csuchico.edu). Page 4 of 22
Confederation of Oregon School Administrators August 7, 2015
Reasons to Collect and Use Data— DATA-INFORMED DECISION MAKING
§ Find out where you are
§ To understand how you got there
§ Plan
§ Evaluate
§ Predict
§ Clean up your system
“Our future will be shaped by
the assumptions we make
about who we are and
what we can be.”
- Rosabeth Moss Kanter
Victoria L. Bernhardt, Education for the Future, Chico, CA, (http://eff.csuchico.edu). Page 5 of 22
Bernhardt, V.L. (2013). Data Analysis for Continuous School Improvement. Third Edition. New York, NY: Routledge. Page 17. Reproducible.
Victoria L. Bernhardt, Education for the Future, Chico, CA, (http://eff.csuchico.edu). Page 6 of 22
Confederation of Oregon School Administrators August 7, 2015
§ 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
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
STUDY
QUESTIONS
Demographic
Data
Strengths Challenges
Implications for the continuous school improvement plan.
Other data . . .
Victoria L. Bernhardt, Education for the Future, Chico, CA, (http://eff.csuchico.edu). Page 7 of 22
Confederation of Oregon School Administrators August 7, 2015
§ 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.
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.
Victoria L. Bernhardt, Education for the Future, Chico, CA, (http://eff.csuchico.edu). Page 8 of 22
Confederation of Oregon School Administrators August 7, 2015
§ IMPLICATIONS FOR THE SCHOOL IMPROVEMENT PLAN are placeholders until all the data are analyzed. Implications are thoughts to not forget to address in the school improvement plan. Implications most often result from CHALLENGES.
DEFINITIONS
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 best teach students who live in poverty, are at-risk, and diverse?
§ Staff needs to make sure all processes provide equal access to learning, regardless of background (i.e., homework, assignments that require money, same expectations.)
Victoria L. Bernhardt, Education for the Future, Chico, CA, (http://eff.csuchico.edu). Page 9 of 22
Confederation of Oregon School Administrators August 7, 2015
§ Help us understand what students, staff, and parents are perceiving about the learning environment.
§ We cannot act different from what we value, believe, perceive.
PERCEPTIONS ARE IMPORTANT DATA
§ Student, Staff, Parent, Alumni Questionnaires
§ Observations
§ Focus Groups
PERCEPTIONS INCLUDE
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
Victoria L. Bernhardt, Education for the Future, Chico, CA, (http://eff.csuchico.edu). Page 10 of 22
Confederation of Oregon School Administrators August 7, 2015
§ 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 ARE IMPORTANT DATA
§ Know what students are learning.
§ Understand what we are teaching.
§ Determine which students need extra help.
STUDENT LEARNING ARE IMPORTANT DATA
Victoria L. Bernhardt, Education for the Future, Chico, CA, (http://eff.csuchico.edu). Page 11 of 22
Educ
atio
n fo
r the
Fut
ure,
Chi
co, C
A (h
ttp://
eff.c
such
ico.
edu)
SCH
OO
L PR
OC
ESSE
S EX
AM
PLES
Inst
ruct
iona
l Pro
cess
es
Org
aniz
atio
nal P
roce
sses
A
dmin
istra
tive
Proc
esse
s C
ontin
uous
Sch
ool
Impr
ovem
ent P
roce
sses
Pr
ogra
ms
• A
cade
mic
con
vers
atio
ns w
ith
stud
ents
•
Cla
ssro
om a
ssig
nmen
ts (t
ypes
of
task
s, ch
oice
s, pr
ojec
ts,
colla
bora
tion)
•
Cla
ssro
om d
iscu
ssio
ns
(teac
her t
alk,
stud
ent-t
o-st
uden
t tal
k, st
uden
t-to-
teac
her t
alk)
•
Diff
eren
tiate
d in
stru
ctio
n •
Dire
ct in
stru
ctio
n •
Flip
ped
clas
sroo
ms
• G
radi
ng
• H
omew
ork
• Im
mer
sion
•
Incl
usio
n •
Inqu
iry p
roce
ss
• St
anda
rds i
mpl
emen
tatio
n •
Stud
ent r
efle
ctio
n an
d se
lf-as
sess
men
t •
Tech
nolo
gy in
tegr
atio
n •
Tuto
ring
• D
ata
Team
s •
Dat
a us
e •
Inqu
iry p
roce
ss
• In
stru
ctio
nal c
oach
ing
• Le
ader
ship
stru
ctur
e (L
eade
rshi
p te
ams)
•
Men
torin
g •
Mis
sion
•
Pare
nt in
volv
emen
t •
Polic
ies a
nd p
roce
dure
s •
Prof
essi
onal
dis
cuss
ions
and
su
ppor
t •
Prof
essi
onal
Lea
rnin
g C
omm
uniti
es
• Pr
ofes
sion
al re
flect
ion
• R
espo
nse
to In
terv
entio
n (R
tI)
• Te
achi
ng a
ssig
nmen
ts
• Te
ache
r col
labo
ratio
n •
Teac
her e
valu
atio
n •
Teac
her h
iring
•
Teac
her o
bser
vatio
ns
• Te
ache
r ren
ewal
(p
rofe
ssio
nal l
earn
ing)
• A
ttend
ance
pro
gram
•
Cla
ss si
zes
• D
ata
colle
ctio
n •
Dro
pout
pre
vent
ion
• D
isci
plin
e st
rate
gies
•
Effe
ctiv
e co
mm
unic
atio
n •
Enro
llmen
t in
diff
eren
t co
urse
s/ pr
ogra
ms/p
rogr
am
offe
rings
•
Gra
duat
ion
stra
tegi
es
• Le
ader
ship
turn
over
ra
tes
• N
umbe
r and
use
of
supp
ort p
erso
nnel
•
Polic
ies a
nd p
roce
dure
s •
Ret
entio
ns
• Sc
hedu
ling
of c
lass
es
• St
uden
t gro
upin
gs
• Te
ache
r ass
ignm
ents
•
Teac
her c
ertif
icat
ion
• Te
ache
r hiri
ng
• Te
ache
r tur
nove
r
• C
ontin
uous
scho
ol
impr
ovem
ent p
lann
ing
• C
ontri
butin
g ca
use
anal
ysis
•
Dat
a an
alys
is a
nd u
se
• Ev
alua
tion
• Le
ader
ship
•
Mis
sion
•
Prof
essi
onal
lear
ning
•
Partn
ersh
ip
• Se
lf-as
sess
men
t •
Vis
ion
• 9t
h G
rade
Aca
dem
y •
A+
• A
ccel
erat
ed
Rea
der/M
ath
• A
dvan
ced
Plac
emen
t •
Afte
r Sch
ool
• A
VID
•
At-R
isk
• B
iling
ual
• C
ouns
elin
g •
Dro
pout
Pre
vent
ion
• En
glis
h as
a S
econ
d La
ngua
ge
• G
ifted
and
Tal
ente
d •
Inte
rnat
iona
l B
acca
laur
eate
•
Inte
rven
tions
•
PBIS
•
Scie
nce
Fairs
•
Serv
ice
Lear
ning
•
Spec
ial E
duca
tion
Impl
icat
ions
for
the
Con
tinuo
us S
choo
l Im
prov
emen
t Pla
n
Victoria L. Bernhardt, Education for the Future, Chico, CA, (http://eff.csuchico.edu). Page 12 of 22
Dat
a-D
rive
n D
ecis
ion
Mak
ing
Mod
elPr
e-A
sses
smen
tFo
rmat
ive
Ass
essm
ent
Form
ativ
eA
sses
smen
tFo
rmat
ive
Ass
essm
ent
Post
-A
sses
smen
t
Proc
esse
s U
sed
Stud
ents
on t
arge
tto
goa
l
Who
are
the
y?W
ho a
re t
hey?
Who
are
the
y?W
ho a
re t
hey?
Wha
tdo
the
stud
ents
know
?
Stud
ents
need
ing
addi
tion
alsu
ppor
t
Proc
esse
s U
sed
Who
are
the
y?W
ho a
re t
hey?
Who
are
the
y?W
ho a
re t
hey?
Wha
t co
ncep
tsdo
the
y no
tun
ders
tand
?
Wha
t co
ncep
tsdo
the
y no
tun
ders
tand
?
Wha
t co
ncep
tsdo
the
y no
tun
ders
tand
?
Wha
t co
ncep
tsdo
the
y no
tun
ders
tand
?
Wha
t sk
ills
do s
tude
nts
need
?
Wha
t sk
ills
do s
tude
nts
need
?
Wha
t sk
ills
do s
tude
nts
need
?
Wha
t sk
ills
do s
tude
nts
need
?
Proc
esse
sal
tere
dPr
oces
ses
alte
red
Proc
esse
sal
tere
dPr
oces
ses
alte
red
GO
AL:
Wha
t w
eex
pect
stud
ents
to k
now
and
beab
le t
o do
.
Prof
essi
onal
lear
ning
req
uire
d?W
hat
conc
epts
/top
ics?
© E
duca
tion
for
the
Fut
ure,
Chi
co, C
A (
http
://e
ff.c
such
ico.
edu)
Victoria L. Bernhardt, Education for the Future, Chico, CA, (http://eff.csuchico.edu). Page 13 of 22
Bernhardt, V.L. (2013). Data Analysis for Continuous School Improvement. Third Edition. New York, NY: Routledge. Page 343. Reproducible.
Victoria L. Bernhardt, Education for the Future, Chico, CA, (http://eff.csuchico.edu). Page 14 of 22
Confederation of Oregon School Administrators August 7, 2015
The FUTURE is not some place we are going to, but one we are creating.
The paths are not to be found, but made, and the activity of making
them, changes both the maker and the destination.
John Schaar���Professor and Political Theorist
THE FUTURE
§ Instructional Coherence.
§ A Shared Vision for School Improvement.
§ Data-Informed Decision Making.
PRECONDITIONS FOR SCHOOL IMPROVEMENT
RANDOM ACTS OF IMPROVEMENT
Bernhardt, V.L. (2013). Data Analysis for Continuous School Improvement. Third Edition. New York, NY: Routledge. Page 117.
Victoria L. Bernhardt, Education for the Future, Chico, CA, (http://eff.csuchico.edu). Page 15 of 22
Confederation of Oregon School Administrators August 7, 2015
FOCUSED ACTS OF
IMPROVEMENT Bernhardt, V.L. (2013). Data Analysis for Continuous School Improvement. Third Edition. New York, NY: Routledge. Page 117.
CREATING A VISION AND MISSION Comprehensive Data Analysis
Best Practices Learning
Bernhardt, V.L. (2013). Data Analysis for Continuous School Improvement. Third Edition. New York, NY: Routledge. Page 359.
LEADERSHIP
“Leadership is the
capacity to translate
vision into reality.”
Warren G. Bennis
Victoria L. Bernhardt, Education for the Future, Chico, CA, (http://eff.csuchico.edu). Page 16 of 22
Confederation of Oregon School Administrators August 7, 2015
§ Assists everyone in the organization in implementing the vision.
§ Structures in alignment with the vision.
§ Roles and responsibilities.
§ Effective meetings.
LEADERSHIP
ELEMENTS OF EFFECTIVE LEADERSHIP STRUCTURES
§ Partitioning of all school staff in a manner that makes sense for supporting the implementation of the vision.
§ Clarifying purposes and roles and responsibilities of all teams.
§ Identifying times to meet and keeping them sacred.
Important elements of effective leadership structures include:
STRUCTURES FOR COLLABORATION
“Collaboration is vital to sustain what we call profound or really
deep change, because without it, organizations are just overwhelmed
by the forces of the status quo.”
Peter Senge
Victoria L. Bernhardt, Education for the Future, Chico, CA, (http://eff.csuchico.edu). Page 17 of 22
Confederation of Oregon School Administrators August 7, 2015
STRATEGIES FOR TEACHERS
§ Using data to improve teaching and learning will not happen on its own.
§ We must build the collaborative structures, inspire the vision of effective teaching and data use, and encourage strategies to make it all happen.
STRATEGIES THAT LEAD TO EFFECTIVE DATA USE
Five preconditions for effective use of student learning data: 1. The use of appropriate data; 2. A shared vision; 3. Leadership encouragement and support; 4. Structures for collaboration; and 5. Strategies to support each other in the
attainment of new teaching skills.
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
Victoria L. Bernhardt, Education for the Future, Chico, CA, (http://eff.csuchico.edu). Page 18 of 22
Confederation of Oregon School Administrators August 7, 2015
SCHOOL IMPROVEMENT PLANS
What are the components of an excellent continuous improvement plan?
SCHOOL IMPROVEMENT PLANS
§ Implement Shared Vision.
§ Include all staff from where they are . . .
§ Support staff in implementing the vision.
§ Bring all staff forward.
§ Grounded on standards implementation.
§ Focused on teacher/ administrator actions, not student actions.
§ Monitor vision implementation.
SCHOOL IMPROVEMENT PLANS
Victoria L. Bernhardt, Education for the Future, Chico, CA, (http://eff.csuchico.edu). Page 19 of 22
Confederation of Oregon School Administrators August 7, 2015
Bernhardt, V.L. (2013). Data Analysis for Continuous School Improvement. Third Edition. New York, NY: Routledge. Page 381.
“You’ve got to think about big
things while you’re doing small
things, so that all the small
things go in the right direction.”
- Alvin Toffler
“However beautiful the strategy, you should occasionally
look at the results.”
Winston Churchill Former British Prime Minister���
As quoted at INSEAD Knowledge
Victoria L. Bernhardt, Education for the Future, Chico, CA, (http://eff.csuchico.edu). Page 20 of 22
Confederation of Oregon School Administrators August 7, 2015
CONTINUOUS IMPROVEMENT AND EVALUATION
“Continuous improvement causes us to think about
upstream process improvement; not downstream damage control.”
Teams & Tools
§ Align elements to vision.
§ Systems thinking.
§ Next steps.
§ Evaluate all parts of the system.
CONTINUOUS IMPROVEMENT AND EVALUATION
If you are not monitoring and measuring program
implementation, the program probably
does not exist.
MONITORING SCHOOL PROGRAMS AND PROCESSES
Victoria L. Bernhardt, Education for the Future, Chico, CA, (http://eff.csuchico.edu). Page 21 of 22
Confederation of Oregon School Administrators August 7, 2015
You cannot evaluate
a program that you
cannot describe.
EVALUATING SCHOOL PROGRAMS AND PROCESSES
MONITORING AND EVALUATING PROGRAM IMPLEMENTATION
If you can describe what a
program will look like when
implemented, you can monitor
its implementation, and
evaluate its impact.
Thank You! Enjoy your
Conference!
Victoria L. Bernhardt [email protected] http://eff.csuchico.edu
Victoria L. Bernhardt, Education for the Future, Chico, CA, (http://eff.csuchico.edu). Page 22 of 22