Using Data to Transform Education

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Using Data to Transform Education

• Summer Data Conference 2007
• National Forum on Education Statistics
• 7/25/07
• Washington, DC

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Using Data to Transform Education

• Participants
• Irene Spero, Moderator
• Jane Lockett Senior Vice President, Client
  Services, SchoolNet
• Diana Nunnaley, Director ,Using Data Projects /
  Survey of  Enacted Curriculum ,TERC

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Using Data to Transform Education

• Learn about CoSN Data driven Decision Making
  Initiative
• Describe how schools are using data to transform
  the educational process
• Summarize challenges faced in implementing a
  data-based decision making process
• Engage audience to share information

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Vision to Know and Do

• Launched in 2003 by CoSN to help educators use
  data effectively. This initiative is
• a highly-respected source of up-to-date,
  unbiased information
• an easy to use mechanism for educating school
  leaders
• a nationally-recognized framework for sharing
  knowledge
• Supported by IBM,SAS , Dell, Pearson Education,
  SchoolNet, and Texas Instruments.
• Scholastic Administr_at_tor is the Media Partner.

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Vision to Know and Do

• CoSN tools for educators on data-driven decision
  making in the educational process.
• Website, www.3d2know.org, with high quality
  resources, presentation materials, case studies,
  and publications.
• Background papers
• Self Assessment Tool
• E-newsletter
• Best practices
• Seminars for policymakers
• Conference presentations

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No Child Left Behind

• Data collection, analysis and reporting are
  critical components of No Child Left Behind
  (NCLB).
• School districts must collect more data, in more
  detail and disaggregate them.
• State-level systems and support are being
  developed for collecting and integrating student
  assessment data with demographic information.

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NCLB

• "Information is the key to holding schools
  accountable for improved performance every year
  among every student groupData is our best
  management tool.  I often say that what gets
  measured, gets done.  If we know the contours of
  the problem, and who is affected, we can put
  forward a solution.  Teachers can adjust lesson
  plans.  Administrators can evaluate curricula. 
  Data can inform decision-making.  Thanks to No
  Child Left Behind, we're no longer flying
  blind." 
• Secretary of Education Margaret Spellings

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Definition

• Data-Driven Decision Making
• A process of making choices based on appropriate
  analysis of relevant information

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Components of a Data Based Decision Making System
School Interoperability Framework IMS
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.
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Technology Matters
Technology Tools
Data
Information

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Data Reality

• Wealth of data but little actual knowledge of
  what the data mean
• Scattered and antiquated technology
  infrastructure separate legacy systems
  impossible to link
• Data accessible only through gatekeeper data
  analysts
• Inaccurate, late or cumbersome data

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Data Driven Decision Making Process

• The process is continual and cyclical moving
  from the collection of data , to reporting and
  analysis and finally to using data for targeted
  interventions.

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Lessons Learned

• Majority of districts are making progress in
  collection of data and most are working towards
  analysis and reporting.
• Challenging task remains providing teachers with
  proven strategies for targeted interventions in
  the classroom.

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Moving Beyond the Mandate

• Growing number of districts are making major
  investments in data tools and in training as a
  way of
• Complying with NCLB and state accountability
  measures
• Meeting the student achievement targets that
  under grid these statutes

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Changing The Mindset

• Why does education data make educators so
  uncomfortable? To only slightly exaggerate, for
  the past 150 years data was something a third
  party required you to gather about yourself so
  they could embarrass you with it three months
  later. Or so teachers and administrators
  believed. Data was something higher-ups would use
  to catch you doing something wrong.
• No longer. As Montgomery County MD
  Superintendent Jerry Weast elegantly says, in his
  district, he uses data to catch you doing
  something right. Thats the good news. The better
  news is that the idea is catching on.

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The SchoolNet Effect

• NCES
• July 25, 2007
• Jane A. Lockett

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Frequent District Challenges

• Data
• Silos of data
• No true data source

• Instruction
• Poor classroom access to data and content
• Strategies arent impacting the classroom
• Difficulties benchmarking progress

• Human Capital
• Inability to measure impact of PD on skill growth
  and student achievement
• Difficulty identifying and developing top talent

• Communication
• Limited sharing of best practices
• Low parental involvement

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Leverage Existing Resources
Standards
ProfessionalDevelopment
Curriculum
FinanceData
Scope and Sequence
HR Data
Teachers
Administrators
InstructionalMaterials
ProgramData
Assessment Items
SIS
Assessment Results
HighlyQualified
Parents
Students
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Designed for All Users
Administrators
Teachers
Parents
Students
Principals
Assessment Reports Classroom Assessments Item
Analysis Student Profiles Teacher Planner Lesson
Plan Bank Materials Bank Curriculum Guides Scope
and Sequence PD Planning Tool Online Course
Registrat. Assessment Reporting Individualized
LP Teacher Web Pages Prof. Learning Comm.
Assessment Reports Classroom Assessments Student
Profiles Teacher Planner Lesson Plan Bank Lesson
Plan Builder Materials Bank Curriculum
Guides Scope and Sequence Assessment
Reporting Individualized LP Teacher Web Pages
Assessment Data Student Profiles Teacher Web
Pages Forums Benchmark Data Student Portal File
Storage
Key Performance Indicators Stoplight
Reports Growth Reports State Assessment
Reports Growth Reports Insight Reports Benchmark
Assessment Mobility Reporting Discipline
Reporting Ad Hoq Queries Materials
Bank Curriculum Guides Scope and Sequence PD
Management Succession Planning Professional
Learning Com.
Continuous Impr. Metrics School
Profiles Stoplight Reports Growth
Reports Assessment Reports Insight
Reports Benchmark Assessment Mobility
Reporting Discipline Reporting Ad Hoq
Queries Materials Bank Curriculum Guides Scope
and Sequence PD Management Succession
Planning Prof. Learning Comm.
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Success Stories

• SCHOOL DISTRICT OF PHILADELPHIA
• Challenge
• Test scores falling below average
• Solution
• Product implementation
• Impact
• Nearly tripling the number of schools attaining
  AYP goals (58 to 160) in 2004

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Success Stories

• SCHOOL DISTRICT OF PHILADELPHIA
• Challenge
• Test scores falling below average
• Solution
• Product implementation
• Impact
• Nearly tripling the number of schools attaining
  AYP goals (58 to 160) in 2004

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Success Stories

• NEW YORK CITY DOE
• Challenge
• Lack of support for new teachers leading to high
  teacher turnover
• Solution
• Implement full-time release mentors and manage
  program using SchoolNet PD Planner to track
  mentoring assignments, professional development,
  and teacher retention for over 6,000 new teachers
• Impact
• Improved management and measurement of induction
  program which ultimately lead to dramatic
  reduction in new teacher turnover

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Success Stories

• CORPUS CHRISTI INDEPENDENT ISD
• Challenge
• Curriculum and lesson plans
• Solution
• Product implementation
• Created online resource bank of over 7,000
  lesson plans, resource bank of exemplary units
  and in process of disseminating an interactive
  curriculum
• Impact
• Exemplary units available system-wide

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Diana Nunnaley Director
Using Data Projects TERC
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Challenges

• The greatest challenge is not technical nor
  technological, but the lack of training to help
  educators use data and understand its power.
• What is required is a cultural shift that goes to
  the very heart of how we do the business of
  teaching and learning.

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Crossing The Data Divide
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Building the Bridge Between Data and Results
Professional Development
Instructional Improvement
Frequent Data Use
Structured Collaboration
Leadership Capacity
School Culture/Equity
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High vs Low Capacity Responses to Data

• High-capacity responses to data are those that
  actually translate into improved instruction,
  expanded opportunities to learn for diverse
  learners, and improved outcomes for students.

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The Data Team

• Data teams are school- or district-based teams
  comprising administrators, teacher-leaders, and
  data and other specialists who engage in ongoing
  dialogue informed by data and use the process of
  collaborative inquiry to improve teaching and
  learning.

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Structured Collaboration The Using Data Process
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Frequent In Depth Data Use What Kind? How Much?
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Lessons Learned Data-Driven Improvement Works
When

• High-quality professional development
• A clear structure and process is provided for
  data-driven dialogue and sense-making
• Skilled data teams - data literacy, content and
  pedagogy - and data facilitators
• Collective response-ability for student learning
• Time for data teams to work - weekly
• Timely access to robust data - benchmark
  assessments, item level data, student work
• District and school administrative support

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Success in Canton City, OH

• Regular Analysis of Common Assessments
• Strand Item Analysis
• Revisions of Curriculum Pacing
• Teachers creating portfolios of lesson
  materials around concepts
• AP teacher volunteers to teach 9th grade algebra
• High Schools Made AYP - First time in any subject

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Task Deconstruction Table
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Task Deconstruction Example
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Success in Johnson County, TN

• Task Deconstruction
• Force Motion
• Fractional Representations
• Teachers knowledge of concepts
• Teachers questioning techniques -
• Eliminated achievement gap between regular and
  special education students

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Collaborative Inquiry

• Data becomes the catalyst for teachers becoming
  fully engaged in figuring out the puzzle.
• The evidence begins to ground our conclusions.
• The evidence opens the door to teachers examining
  long-held assumptions about students capacity
  for learning challenging content.
• The evidence makes it possible for teachers to
  look at concepts and reflect on their own depth
  of knowledge and experience with regard to
  learners challenges.

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Success in Winston-Salem, NC High Schools

• 6 High Schools
• Biology Teachers
• Difference across content taught as great as if
  it were different courses
• Result in further examination of interpretations
  of state biology standards
• Grade 6 Geometry
• What Is Grade 6 Geometry?

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Challenges

• The greatest challenge is not technical nor
  technological, but the lack of training to help
  educators use data and understand its power

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Providing Professional Development

• Most teachers and administrators not trained in
  data analysis and those developing computerized
  data systems arent educators
• More time and resources for training are essential

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Challenges A Voice from the Field

• School CIO asked readers to anonymously share
  their toughest pain points about data-driven
  decision making
• Recently I was on the verge of helping a
  district begin their D3M trek when we came to an
  abrupt halt. The stop sign was erected by the
  district's instructional and administrative
  leaders, not the IT organization. IT was fully
  prepared to explain the challenges associated
  with locating data in their student information
  system, implementing data analysis processes, and
  rolling out a user-friendly query interface.
  However, IT was not able to allay fears that the
  "right" data had been identified and was
  available. Further, only a handful of educators
  understood the larger context of D3M

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Lessons Learned

• It takes time
• It has to start at the top with committed
  leadership
• Progress has to be measurable
• Business models are starting points
• Community outreach is essential
• Success depends on a collaborative team approach

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Data Collection And Integration Checklist

• Is a data warehouse in place?
• Are the technical and human support tools in
  place to move data from warehouse to schoolhouse?
• Are systems developed to integrate data into
  instruction?
• Are teachers using assessments to measure
  progress?
• Are curriculum and assessments aligned to
  standards?

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Data Analysis Checklist

• Do teachers have access to data in an easy-to-use
  format soon after assessment?
• Does the district support the process with
  analytical tools and trained staff to give
  decision makers confidence in the data and tools?
• Are teachers trained to use item analysis to
  understand student outcomes and instructional
  effectiveness?

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Using Data Checklist

• Does the district provide the tools and training
  to interpret and query data?
• Have data teams developed a process for
  identifying, recommending and implementing
  intervention based on data?
• Do district and school-site change agents support
  teachers and their use of targeted interventions?

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For Additional Information www.3d2know.org

• What's New
• Publications
• Best Practices
• Other Resources
• Subscribe to the Newsletter
• FAQs
• Assessment Tool

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Professional Development

• Professional development resources for district
  level technology decision makers,
• Based on CoSN Essential Skills Framework
• Includes backgrounder book and workshop CD with
  participant workbook to teach you everything you
  need to know about using data effectively in the
  educational process. Available at
  https//my.cosn.org/mycosn/store/

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THANKS!!

• Irene K. Speroirene_at_cosn.orgVice
  President202-861-2676 x112 www.cosn.org