Title: DataDriven Decision Making: Essential Conditions for Success ICE Conference March 34, 2005
1Data-Driven Decision Making Essential
Conditions for SuccessICE Conference March 3-4,
2005
- Sharnell Jackson
- Chief eLearning Officer
- Chicago Public Schools
2Context
- Standards driven reform
- Assessments tied to standards
- Raised expectations for all students
- Technology tools
- Accountability mandates in NCLB Act
3Moving Beyond the Mandate
- NCLB is an opportunity to
- Use data to transform teaching, learning and
administration. - Inform decisions about everything from class
schedules to textbook reading levels to
professional development budgets. - Provide a rationale for decisions that parents,
teachers, taxpayers, and students can understand.
4What the NCLB Comprehensive Centers Will Do
- Provide professional development and training
- Disseminate and provide information, reports,
publications -
- Develop teacher and school leader in-service and
pre-service training modes - that illustrate best practices
5Data Driven Decision Making
- Data Driven Decision Making provides a structure
- a set of guidelines for knowing what decisions
to make. - Effective technology training for teachers
results in the capacity to share data leading to
a deeper understanding of both teacher learning
and student success.
6The Foundation of Data-Driven Instructional
Decisions
- Assess and examine data first
- Emphasize what is important
- Set goals that can be assessed
- Focus on what is effective
- Align goals with instructional strategies
7A New Paradigm Shift
- Sophisticated data collection
-
- Dissemination technologies
- Better understanding of how individuals
learn - New assessments
- Transformation of Education
8Components of a Data Based Decision Making System
Reporting and Analysis ServicesTurning data into
useful information
Dissemination Sharing data with the community
(ie report cards)
Data Warehouse
Reports
State and Federal Reporting Meeting reporting
compliance
Training Learning how to use data to make
informed decisions.
Personalized Instruction
Source US Department of Education, 2003.
9Data Rich Districts
- School districts and school district consortia
are moving a step ahead of NCLB requirements by
integrating data reporting into a culture of
continuous improvement.
10Rapid Results
- The three concepts that are the foundation for
school improvement are informed, effective
teamwork goals setting and the use of
performance data. - Schaffer 1988
11School Improvement Process
- Set measurable goals and targets
- Collect data using electronic methods
- Deliver information to decision makers
(classroom, building, district) - Identify clearly levels of performance measures
and opportunities for improvement
12Data Collection An Iterative Process
Standards
Instruction
Vision
Assessments
Reports
13 The Power of Data
- Assess current and future needs of students
- Decide what to change
- Determine if goals are being met
- Engage in continuous school improvement
- Identify root causes of problems
- Promote accountability
14Early Screening Works
- Identifies students who are likely to have
problems learning - Administers easily and quickly
- Facilitates selective use of diagnostic
assessments - Provides accurate and reliable data
15Screening and Diagnostic Assessments
- DIBELS -- Dynamic Indicators of Basic Early
Literacy Skills - TPRI -- Texas Primary Reading Inventory
- Tejas LEE -- Reading Inventory in Spanish
16Technology Solution
- Eliminates paperwork, stopwatches and manual
calculations and gives instant results
Streamlined assessing
- Automates scoring, timing and prompting
requirements - teacher can focus on student, NOT
test
Improved accuracy
Ability to analyze, act on data
- With the push of a button, teachers can access
Web-based reports that help them turn results
into action
17CPS DIBELS FY05 Data
18Intensive Support Monitoring recommended two to
four times a month. Students should receive
intensive remediation and differentiated
instruction. Strategic Support Monitoring
recommended once a month. Students should receive
strategic interventions and differentiated
instruction. Benchmark Support Additional
monitoring not required. Students are achieving
on grade level at appropriate developmental stage.
19Ready or Not . . .The World is Different
- Work is different ...
- Tools are different ...
- Communication is different ...
- Information is different ...
- Kids are different ...
- Learning is different
- Teaching must be different ...
- And Leading must be different!
20Research shows
- leadership ... the single most important factor
affecting the successful integration of
technology into schools. This is true at all
levels- state, district, and schools. - Lessons Learned
- SEIRTEC (2002)
21What we know about effective use of technology in
schools
- The world is different
- New environments enable more
- effective strategies
- Essential conditions are essential
- Highly skilled teachers and administrators are
required - Assessment is critical
22eLearning Principals Technology Leadership
Institute (NETS A)
- Integrating Technology into the Teaching and
Learning Process - Principals Productivity and Professional
Practice - Technology Tools for Support, Management, and
Operations - Assessment and Evaluation with Technology
23Research Shows
- Students whose teachers were high level users
of technology in the classroom scored
significantly better than did students whose
teachers were low level users of technology in
the classroom. Middleton and Murray, 1999
24Technology and Work
- 340K unfilled jobs requiring tech skills
- 60 of current jobs require tech skills
- 70 growth in computer and tech jobs
- Accessing jobs often requires tech skills
25Increase Technology Literacy of 8th Grade
Students
- Partnered with Learning Point Associates to
assess student technology literacy knowledge,
attitudes, and practices based on National
Educational Standards for Students (NETSS) - An 8th grade educational technology curriculum
sequence aligned to Illinois Learning Standards
for language arts, mathematics, and science as
well as measurable technology literacy outcomes
26NETSS Assessment Curriculum
- 7th and 8th grade technology literacy assessment
- 7th and 8th grade technology literacy curriculum
27NETSS for Students
- Basic operations and concepts
- Social, ethical, and human issues
- Productivity tools
- Communication tools
- Research tools
- Problem solving and decision making tools
- Adopted, adapted, or aligned by 33 states
28Chicago Public Schools
- More than 275,000 students in about 500
elementary schools - Wanted to measure progress toward goal of
technology literacy by Grade 8 - Needed an assessment that could be administered
easily and scored quickly - Needed an accurate measure of student technology
literacy in different schools
29Planning the Assessment NETSS
- Multiple choice items could be scored quickly and
accurately - Automated scoring would provide immediate results
- Online delivery would enable schools to
administer the assessment with existing hardware
and software
30Evidence of Validity
- Pilot tests
- Rasch item analysis
- Field test
- Content validation
- Rasch item analysis
- Cut scores
31Assessment Results
- 46 were likely to answer some novice questions
correctly - 39 were likely to answer most novice questions
and some basic questions - 12 were likely to answer most basic questions
and some proficient questions - 3 were likely to answer most proficient
questions and some advanced questions
32Value of Assessment
- Establishes a baseline for measuring progress
toward technology literacy goals - Provides scientific evidence to support the need
for strategic plans developed by the districts
Office of eLearning - Provides data to inform the districts design and
delivery of curriculum and professional
development resources
33CPS Online Skills Assessment(COSA)
- Teachers are trained in technology basic skills
- and regularly use technology to enhance
teaching and learning. - Teachers use technology to improve classroom
management, communication, collaboration, and
instruction. - All staff accepts the challenge to become
proficient in the use of job related and
instructional forms of technology
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38Technology Professional Development
- Focused on student achievement.
- Connected to the classroom.
- Integrated with the curriculum.
- Sustained and collaborative process.
- Supports individual learning styles and
experiences. - Evaluation is embedded throughout.
39Progressive Levels
- Using technology to improve teachers
professional practices . - Using technology tools and information to plan
and implement enhanced learning experiences in
the core curriculum. - Integrating technology tools and information to
build technology literacy and problem solving
ability among students.
40Professional Development Continuum
Basic Skills COSA
Beginning
Applying
Innovating
Integrating
Leading
41ePD is CPS web-based system for teachers,
school, area administrators, and district PD
program administrators to engage, plan, track and
report professional development activity in CPS.
42ePD Sample Screens
- Manage programs, initiatives, and classes
- Register attendees
- Track status (credits)
- Manage facilitators and locations
- Track interactions
- Measure implementation and transfer of skills to
classroom practice
43Collecting data is only the first step toward
wisdom. But sharing data is the first step toward
community. IBM On Demand Business Prodigy
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44Barriers to Data Use
- Lack of training in data use
- No uniform data collection
- Lack of leadership at the school and district
level - Outdated technology
- Unclear priorities and goals
- Lack of teamwork
- Distrust of data use
45Lessons Learned
- It takes time.
- It has to start at the top.
- Progress has to be measurable.
- Business models are starting points.
- Community outreach is essential.
- Data driven decision making can be a powerful
tool in changing student outcomes and promoting
continuous improvement in achievement.
46Reasons to Bring Data Into Decisions
- Assess the current and future needs of students.
- Decide what to change.
- Determine if goals are being met.
- Engage in continuous school improvement.
- Identify root causes of problems.
- Align instruction to standards.
- Provide personalized instruction.
- Track professional development.
- Meet accountability provisions of NCLB.
- Keep constituents informed about progress.
47Making It Happen Integrating Data Into the
Equation
- To consider
- Implementation scale and scope
- What to gather
- Cleaning up the data
- Reporting out and user queries
- Cost of adoption
- Professional development
- Collaboration and partnerships
48- What gets measured gets done.
- Peters 1987
49- Contact Information
- Sharnell Jackson
- Chief eLearning Officer
- Chicago Public Schools
- Office of technology Services
- http//elearning.cps.k12.il.us
- elearning_at_cps.k12.il.us
- 773-553-6670