Using Data to Create Great Schools: Wisconsins Data Summit for Successful Schools

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Using Data to Create Great SchoolsWisconsins
Data Summit for Successful Schools

• January 24, 2006
• Joseph F. Johnson, Jr., Ph.D.
• Executive Director
• National Center for Urban School Transformation
• San Diego State University

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National Center for Urban School Transformation
Dedicated to identifying, studying, and promoting
the best practices of Americas highest achieving
urban schools in a manner that supports urban
districts in transforming teaching and learning
http//edweb.sdsu.edu/ncust
1st Annual Symposium May 5th 6th in San
Diego Excellence in Urban Education Award Program
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Educators Collect All Types of Data

• Percentage of students proficient
• Percent proficient in disaggregated groups
• Average standard scores
• AYP data points
• Attendance data
• Discipline data

• Students taking advanced courses
• Students receiving special education
• Interim assessment data
• Unit assessment data
• Writing samples

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BUT Nothing Changes Unless Teaching and Learning
Changes
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He who has the biggest pile of data wins nothing.
Its all about using data in ways that improve
teaching and learning.
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How Great Leaders Create Great Schools
To Improve Teaching/Learning
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How Great Leaders Create Great Schools
Data Data Data Data Data Data Data
To Improve Teaching/Learning
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Use Data to Create Urgency Excitement

• Present data that accurately communicates
  strengths and needs.
• Present data that resonates with the hopes and
  dreams of parents, teachers, students.

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Use Data to Build Efficacy

• Use data to convince others that challenging
  goals can be achieved.
• Use state databases to identify similar schools
  with better results. WINSS
• Use internal school data to highlight outliers
  that defy myths.
• Use short-term progress data to help celebrate
  mini-successes frequently.

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Use Data to Create Clarity and Focus

• Use data to pinpoint what students need to learn
  that has not been taught well (e.g., which
  critical content standards or assessment
  objectives were not taught well) .
• Use state assessment data (complemented by other
  data) to determine a few areas of major focus.
• Use interim assessment data to gain deeper
  understandings of why students have not mastered
  key standards.

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Use Data to Build Capacity/Know How

• Use data to identify the teaching practices that
  generate the greatest growth in learning for the
  populations of students served.
• Engage educators in learning, practicing, and
  refining implementation of the most promising
  practices.
• Use data to gauge the extent of implementation of
  key improvement initiatives.

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Use Data to Refine Core Efforts

• Use data to determine if students are on track to
  attain short and long term learning goals. Are
  students actually learning what we think were
  teaching?
• If students are not on track, data are used to
  pinpoint opportunities for improvement.
• If students are on track, data are used to help
  celebrate accomplishments.

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Use Data to Refine Support Structures

• Use data to determine if student supports (e.g.,
  tutoring programs, pull-out programs, computer-
  assisted instruction programs are effective.
  Effective programs are maintained or expanded.
  Ineffective programs are refined or eliminated.
• Use data to determine if parent supports are
  effective.
• Use data to determine if teacher supports are
  effective in improving instruction.

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How Great Leaders Create Great Schools
Data Data Data Data Data Data Data
To Improve Teaching/Learning