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AASA: Using Data To Improve Schools [pdf] - 0 views

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Improving Teaching and Learning with Data-Based Decisions - 0 views

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    "Data-based decisions"-the phrase has become a buzzword in education over the last few years. However, it does make sense that using information to help clarify issues, identify alternative solutions to problems, and target resources more effectively will lead to better decisions. The real question should not be whether to integrate the use of data in decision making, but how.Finding good data and using it effectively is actually a complex process-one that many schools and districts are just beginning to address. One specific type of data-based decision making that shows promise for helping schools dramatically increase student achievement is the use of assessment data to drive instructional improvement
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Integrating Data Into the Decision-Making Equation. - 1 views

  • As school districts embark on the change process, they face many barriers to the adoption of data-driven decision making. School district leaders have not embraced continuous improvement. Priorities are not clear and goals are not tied to measurable objectives. Data is not collected uniformly between organizations and over time. Outdated technology cannot be used effectively. Educators lack training to define data requirements and apply data. Stakeholders do not trust the data collected or how it will be used.
  • Reports need to be timely, tied to objectives, and available to people with the responsibility and ability to act on them. Data reports that show data in different ways such as tables, charts, graphs, and trends enable more people to access and understand the information. Some of the decisions that might be made with data reports include: Tracking student achievement for diagnosis and placement Changing beliefs and attitudes that all students can learn Guiding teacher professional development Linking interventions to results Using data to create school improvement plans and assess progress Allocating district resources
  • The IT infrastructure underpinning most data-driven decision making systems requires a significant investment in hardware, software, implementation, and maintenance.
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    The successful integration of data into a district's decision-making process requires both a culture of change and a data management system to support change. Nice chart of progress quadrants included in the discussion.
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Seven Steps to Creating a Data Driven Decision Making Culture - 0 views

  • In this post I hope to share the essence of some of the main ideas communicated in the speech. The format is: words from the slide followed by a short narrative on the core message of the slide. Hope you find it useful.
  • The biggest challenge in our current environment is that it is trivial to implement a tool, it takes five minutes. But tools are limiting and can just give us data. What compounds the challenge is that we all have this deep tendency to make decisions that come from who we are influenced from our life experiences. Based on my humble experience of the last few years here are seven common sense recommendations for creating a data driven company culture……
  • # 6 Reporting is not Analysis
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  • # 7 Go for the bottom-line (outcomes)
  • # 5 Depersonalize decision making
  • # 4 Proactive insights rather than reactive
  • # 3 Empower your analysts
  • # 2 Solve for the Trinity
  • # 1: Got Process?
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    The title of this presentation at the Washington DC Emetrics summit was: Creating a Data Driven Web Decision Making Culture - Lessons, Tips, Insights from a Practitioner. Although meant for corporations, the advice applies just as well to academic institutions. The goal here was to share tips and insights that might help companies move from just having lots and lots of data to creating cultures where decisions are made not on gut-feel, or the proverbial seat of the pants, but rather based on data.
Anne Bubnic

Online Assessment: Put Down Your Pencils - 0 views

  • Online testing will require skills beyond those finely honed copying, collating and stapling skills we have acquired from our years of paper-and-pencil testing. Selecting the online assessment tool that works best for your school district can be facilitated by ensuring communication among all potential users of the application from the beginning of the selection process.
  • While online testing shares many of the same preparation requirements as traditional paper-based tests, they now take different forms. Rather than making sure you have enough printed copies of a test, an evaluation of the viability of online testing should involve a review of a district’s ability to provide for sufficient online access within the schedule for administration. For example, based on the number of computers and the network load, how many students can take the assessment during an exam period? Does the software restrict the number of concurrent users? Teachers likely will want the ability to create multiple forms of the test for security within the test administration. Can the application easily provide for this function?  
  • Further, the use of computers for online testing necessitates that students and teachers are already comfortable with using this technology as a regular part of daily instruction. Focused professional development on the usage of the application as well as what to do if things go awry will help the transition for staff. Issues to address could include what to do if a student needs to change an answer after a section of the testing is complete, how are unique log-ins provided for the students or if there is a technical problem during an administration can students resume where they were in the test.
  • ...1 more annotation...
  • While many students are digital natives, they also should be involved in the preparation for the transition to online testing. Their feedback on the format and presentation of the items and the applications’ usability should not be overlooked. A key part of the selection process should also focus on whether the assessment application can provide for accommodations for all learners. For example, does the application provide read-aloud functionality or large print for students with visual impairments? A related consideration is whether the application can provide assessments in a variety of languages for non-native speakers.
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    No. 2 lead pencils might be suffering from "bubbling withdrawal" in many school systems across the country as more schools introduce online testing to assess student learning. Ranging from handheld devices to web-based and local server applications, online testing is now a viable option for formative and summative assessments.
Anne Bubnic

Finding Balance: Assessment in the Middle School Classroom [Stiggins] - 5 views

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    Most teachers routinely develop and communicate to students and parents the various plans and policies that govern the middle school classroom. Usually, this includes a classroom management plan, a grading policy, an instructional plan linked to state and district curriculum standards, a homework policy, and perhaps an intervention plan detailing what will happen for students if they fall behind.\n\nRarely do teachers include a classroom assessment plan. Most teachers typically don't develop this plan because it has been our history to see assessment as a series of isolated testing events: tests given at the end of an instructional unit or time period, like the end of a semester. However, as it turns out, students achieve at higher levels when teachers think more deeply about how their classroom assessments fit into their larger instructional environment.
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Taking data to new depths [Nancy Love] - 0 views

  • While collaborative inquiry is appropriate for any content area, it is particularly relevant for mathematics and science because the process mirrors for the adults what students experience in our best mathematics and science classrooms. Data teams investigate not scientific phenomena or mathematics problems, but how to improve teaching and learning. They raise questions, examine student learning and other data, test their hypotheses, and share findings with their colleagues.
  • Typically, one or two teachers, one administrator, and one NSF project staff member become data facilitators for a school. They then convene school-based data teams to focus on improving mathematics and science. Sometimes team members are from the mathematics or science department or are existing grade-level teams. Other times, the team is schoolwide.
  • If data facilitators have only one source of data on student learning, they collect additional data such as local assessments or common grade-level and course assessments for the next data facilitator session. The process emphasizes triangulating data, using three different sources of student learning data before identifying the student learning problem. By triangulating, data facilitators guide data teams to test hunches with other data instead of drawing conclusions from a single measure.
  • ...1 more annotation...
  • In their data facilitator workshops, data facilitators use the "go visual" principle, first developed by nonverbal communications expert Michael Grinder (1997). Grinder revealed the power of large, visually vibrant and color-coded displays of data in fostering group ownership and engagement. Data facilitators work with the team on one data report at a time to avoid overload and confusion. For each report, they create a colorful newsprint-sized graph displaying the results and post it on their "data wall." Then they record their observations and inferences on additional pieces of newsprint that they post under their chart. As they work with additional data, they add more graphs and more observations and inferences to their data wall.
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Teaming for Success in Underperforming Schools - 0 views

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    Like never before, today's classroom teachers routinely are being asked to collaboratively analyze student data, develop or implement new mandated curricula, and assess the effectiveness of these innovations. Ironically, few preservice preparatory or in-service professional development programs actively train classroom instructors in the use of team-based inquiry or collaborative data- driven problem solving. Framed within the context of the literature and governmental efforts to achieve school reform, this article describes one such in-service program, in practice at public and charter schools in high-need communities in New York City. The Inquiry Based School Improvement Program (IBSIP) was created and designed to help schools serving high-need communities in New York City engage in the types of team-based inquiry and data-driven problem solving needed to meet the everchanging institutional demands on these schools to improve.
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Teachers Talking Together: The Power of Professional Community - 0 views

  • A school that is also a professional learning community recognizes that work with students and adults is on-going and embodies the values of continual growth, risk-taking and trust.
  • Now that we had a structure around which to build our professional community, we could explore what that community could do. We found that it allowed us to do several distinct things: as well as developing a shared accountability system, we could diagnose our students’ weaknesses, as well as the gaps in our own teaching; we learned to critique one another’s practice; and we found ways to get to know our students beyond the classroom.
  • As we scored student work together, and team-taught in writing seminar, we also identified skills that we needed to further develop as teachers.
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    Many friendships and emotional connections arise among teachers. These are important, but they do not substitute for necessary professional support and growth. Teachers must have structured time to share, write, and talk about their teaching and their students. Otherwise, teaching is a solitary activity, all too often leading to unsatisfactory results for both teachers and students. A school with a healthy professional learning community will maintain a razor-sharp focus on student achievement; its faculty will feel a common ownership and responsibility for that achievement; and its students will achieve success.
Anne Bubnic

Putting comprehensive staff development on target - 0 views

  • Many professional development efforts are organized as a smorgasbord of courses offered to educators. The district measures the effort's effectiveness by how many courses staff complete or how satisfied teachers are with the classes offered. District leaders who use the smorgasbord approach may view professional development as an extra that potentially helps an individual's performance but is not absolutely essential. They probably invest little in professional development planning because they don't expect great results.
  • Other district leaders recognize how much professional learning contributes to the district's learning goals for students, and so they align individual, team, school, and system learning plans. At each level, participants consider what outcomes they want for students, the knowledge and skills teachers need, and the professional learning that will help staff achieve the system goals. To be results-driven means following Stephen Covey's advice (1989): "Begin with the end in mind." Once student outcomes are selected, professional development leaders identify the knowledge and skills adults need to help students achieve the district's standards of success. The knowledge and skills linked to the student learning goals become part of the comprehensive professional development curriculum
  • In too many schools, staff development is limited to teachers attending workshops, courses, and conferences. School districts can no longer afford staff development efforts that are predominately "adult pull-out programs." That kind of learning alone will not produce high-level results. Schools will achieve high levels of performance when professional learning is embedded in every school day.
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    Professional development planning focuses attention on how the system as a whole and individuals must change to achieve the district's goals. Rather than being outlined in its own plan, comprehensive professional development becomes a compilation of plans, each supporting different district and/or school priorities. These individual plans are most effective when they attend to what we know about effective professional learning and ensure that staff development is results-driven, standards-based, and focused on educators' daily work.
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