DATA, DATA DATA, DATA EVERYWHERE EVERYWHERE BRINGING ALL THE DATA TOGETHER FOR CONTINUOUS SCHOOL IMPROVEMENT VICTORIA L. BERNHARDT Executive Director, Education for the Future [email protected]http://eff.csuchico.edu Teachers and administrators must believe that all children can learn. Schools must honestly review their data. There must be one vision. There needs to be one plan to implement the vision. Staff need to collaborate and use student, classroom, and school level data. Staff need professional development to work differently. Schools need to rethink their current structures, and avoid add-ons. THINGS THAT NEED TO HAPPEN THINGS THAT NEED TO HAPPEN OUTCOMES OUTCOMES What data are important for continuous school improvement. How to analyze all types of data for continuous school improvement. How to measure school processes. How to know if efforts are resulting in the changes you need and want. Everyone understands— NESA Fall Leadership Conference, "Data, Data Everywhere," Victoria L. Bernhardt, Education for the Future (http://eff.csuchico.edu) Page 1 of 39
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DATA, DATADATA, DATAEVERYWHEREEVERYWHERE
BRINGING ALL THE DATATOGETHER FOR CONTINUOUS
SCHOOL IMPROVEMENT
VICTORIA L. BERNHARDTExecutive Director, Education for the [email protected]://eff.csuchico.edu
Teachers and administrators must believe thatall children can learn.
Schools must honestly review their data. There must be one vision. There needs to be one plan to implement
the vision. Staff need to collaborate and use student,
classroom, and school level data. Staff need professional development to work
differently. Schools need to rethink their current structures,
and avoid add-ons.
THINGS THAT NEED TO HAPPENTHINGS THAT NEED TO HAPPEN
OUTCOMESOUTCOMES
What data are important for continuousschool improvement.
How to analyze all types of datafor continuous schoolimprovement.
How to measure school processes.
How to know if efforts are resulting in thechanges you need and want.
Everyone understands—
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Demographics by If groups of students perform differentlyStudent Learning on student learning measures.
Demographics by If groups of students are experiencingPerceptions school differently.
Demographics by If all groups of students are representedSchool Processes in the different programs and processes
offered by the school.
Student Learning If student perceptions of the learningby Perceptions environment have an impact on their
learning results.
Perceptions by If students are perceiving programs andSchool Processes processes differently.
TWO-WAY INTERSECTIONSCAN TELL US
Demographics by The impact demographic factors andStudent Learning by attitudes about the learning environmentby Perceptions have on student learning.
Demographics by What processes or programs work best forStudent Learning by different groups of students measured bySchool Processes student learning results.
Demographics by What programs or processes differentPerceptions by students like best, or the impact differentSchool Processes programs or processes have on
student attitudes.
Student Learning by The relationship between the processesStudent Processes students prefer and learning results.by Perceptions
THREE-WAY INTERSECTIONSCAN TELL US
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FOUR-WAY INTERSECTIONSCAN TELL US
What processes or programs have thegreatest impact on different groupsof students’ learning, according tostudent perceptions, and as measuredby student learning results.
DemographicsDemographics How many girls and boys do we have in 2010?How many girls and boys do we have in 2010?
Demographics byDemographics by Are there learning differences in ELA andAre there learning differences in ELA andStudent LearningStudent Learning MathMath between girls and boys?between girls and boys?
Demographics byDemographics by Do the learning differences by subject areaDo the learning differences by subject areaStudent LearningStudent Learning and gender show up in perceptions by gender?and gender show up in perceptions by gender?byby PerceptionsPerceptions
Demographics byDemographics by Are there differences in how boys and girlsAre there differences in how boys and girlsStudent LearningStudent Learning perform based on the way they are taughtperform based on the way they are taughtby Perceptionsby Perceptions and prefer to be taught?and prefer to be taught?by School Processesby School Processes
INTERSECTIONS CAN TELL USADD A DATACATEGORY
WHAT QUESTIONCAN YOU ANSWER?
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TRY OUT THE INTERSECTIONSTRY OUT THE INTERSECTIONS
Choose one category of data—what question can you answer?
Add another category of data—what question can you answer?
Keep adding until you have usedall four types of data.
INPUTData elements that describe the “givens”that are usually beyond our immediatecontrol.
Elements that describe the actions learningorganizations plan for and implement to getthe outcomes they are striving to achieve,given the input.
The data elements that describe the resultsof a learning organization’s processes.
PROCESS
OUTCOME
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“Shared visions emerge from personalvisions. This is how they derivetheir energy and how they fostercommitment… If people don’t havetheir own vision, all they can do is‘sign up’ for someone else’s. The resultis compliance, never commitment.”
Peter SengeThe Fifth Discipline
CREATINGA VISIONANDMISSION
ComprehensiveData Analysis
Best PracticesLearning
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• Instructional coherence is in place across all grade levels.
EXAMPLE: Marylin Avenue Shared Vision, September 2009
Instruction is based on essential standards.
COMPONENTS WHAT IT WOULD LOOK LIKE
INSTRUCTION: Students at Marylin Avenue Elementary School are engaged in intellectually demanding tasksthat require higher order and critical thinking skills
• Learning objectives are based on assessments that assessstudent standards.
• Learning objectives are clearly stated.• Students understand the importance of the learning
objective.• Teachers frequently check for understanding and adjust
instruction as needed.
Instruction is targeted.
• Teachers plan for whole group instruction with studentson the carpet for mini-lessons and guided practice.
• Classroom teachers plan for small group instructionthrough invitational groups.
• Classroom teachers plan for individual instructionthrough one-on-one conferences.
• Students know their individual goals.• All learning styles are addressed.• Multiple exposure through multi-modality instruction.• Teachers provide additional opportunities to learn and
practice essential concepts and skills.
Instruction is differentiated to address needs of students.
• Effective strategies for English Language Learners includeHeads Together, Cooperative Learning, and Wait Time.
• Strategies focus on developing schema and building onstudents' background knowledge.
• Tools for developing students' conceptual knowledgeinclude manipulatives, realia, and graphic organizers.
• Instruction includes math and language review.• Team time is a structure to provide additional time and
support.
A wide variety of instructional strategies are used.
Classroom practices for literacy include those supportedby:
• The district-adopted language arts program.• Literacy Studio management (Daily 5, First 20 Days).• Comprehension, Accuracy, Fluency, and Expand
Vocabulary (CAFÉ) Strategies.• Lucy Calkins: Units of Study.• Step Up to Writing.• Developmental Reading Assessment (DRA)-Focus for
Instruction.• Guided Language Acquisition Design (GLAD) strategies.
Classroom practices for math include those supported by:• The District-adopted math program.• Math review.• Agreed-upon grade-level specific resources.
Schoolwide instructional practices are research based;grade-level teams agree to the levels of use for instructionalpractices in their collaborative planning.
Focus:• Academic language.• Nonfiction reading and writing.• Developing critical-thinking skills.
Instruction is intellectually demanding.
EXAMPLE SHARED VISION(See “RtI and CSI” book for complete vision)
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Underlying cause or
causes of positive
or negative results.
ROOT CAUSEROOT CAUSE
Not enough students
are proficient in
English Language Arts
and Math.
IDENTIFY THE PROBLEMIDENTIFY THE PROBLEM
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List hunches and hypotheses about why the problem exists.
1. Too many students live in poverty.
2. There is a lack of parent support.
3. There is too much student mobility in our school.
4. The students aren’t prepared for school.
5. Many of our students are not fluent in English.
6. Even if the students don’t speak English, they have to take thetest in English.
7. Students don’t do their homework.
8. Students do not like to read.
9. There is no district support.
10. There are budget problems at the school and district levels.
11. We don’t know what data are important.
12. We don’t know how to use the data.
13. We don’t get the data soon enough to make a difference.
14. Not all our curriculum is aligned to the standards.
15. Teachers don’t know how to setup lessons to teach to the standards.
16. We need to know sooner what students know and don’t know.
17. We are not teaching to the standards.
18. Our expectations are too low.
19. We need to collaborate to improve instruction.
20. Teachers need professional learning to work with students withbackgrounds different from our own.
THE PROBLEM-SOLVING CYCLEExample Hunches and Hypotheses
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THE PROBLEM-SOLVING CYCLEExample Questions and Data Needed
2. What do the students know and whatdo they not know?
Student achievement results by standards.
3. Are all teachers teaching to thestandards?
Standards questionnaire.
4. How are we teaching Mathematics,ELA—actually everything?
Teacher reports about teaching strategies tograde-level teams.
5. What is the impact of our instruction? We need to follow student achievement byteachers and by course.
6. What do teachers, students, and parentsthink we need to do to improve?
Teacher, student, and parent questionnaires andfollow-up focus groups.
7. What does our data analysis tell usabout what we need to do to improve?
Study data analysis results.
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List hunches and hypotheses about why the problem exists.
Identify the problem:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
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What questions do you need to answer to know more about theproblem, and what data do you need to gather?
Questions Data Needed
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Schools are perfectly designedto get the results they aregetting now. If schools wantdifferent results, they mustmeasure and then change theirprocesses to create theresults they really want.
Assess what is really being implemented. Understand how we get our results. Determine the cause of a problem
or challenge. Build common understandings of a
whole process. Communicate process related information
visually. Provide a way to monitor and update
processes.
FLOWCHARTING SCHOOL PROCESSESFLOWCHARTING SCHOOL PROCESSES
PROCESS FLOWCHARTSPROCESS FLOWCHARTS
Process maps or flow charts
are composed of a relatively
standardized set of symbols.
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In this PLC structure, the learning community
teams—
1. Review what they want students toknow and be able to do, and how theywill know when the students havelearned it.
2. Assess what students know now.
3. Determine the best strategies to helpstudents reach those end-of-course/endof-year expectations.
4. Given #2 and #3 above, identifyprofessional learning and other resourcesthat will help teachers ensure allstudents’ learning.
5. Observe each other and providefeedback, knowing that they can onlyimprove with practice and feedback.
6. Review teaching observation feedbackwith the student assessment results.
7. Collaborate to determine what needs tochange to get different results throughproblem-solving strategies and deeperanalysis.
8. Finally, evaluate the PLC structure toensure that its intention of improvingteaching and learning is achieved.
THE PROCESS OF USING DATA INPROFESSIONAL LEARNING COMMUNITIES
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QUALITY PLANNINGQUALITY PLANNING
“Vision without action is merelya dream. Action without vision
just passes the time. Vision withaction can change the world”
Joel A. Barker
QUALITY PLANNINGQUALITY PLANNING
Mission, vision, goals.
One action plan to vision.
Budget matches action plan.
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LEADERSHIPLEADERSHIP
“An essential factor in leadership
is the capacity to influence and
organize meaning for the
members of the organization.”
Tom Peters
LEADERSHIPLEADERSHIP
Assists everyone in theorganization in implementingthe vision.
Structures in alignment withthe vision.
Roles and responsibilities.
Effective meetings.
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PROFESSIONAL LEARNINGPROFESSIONAL LEARNING
“It’s easy to get the players.
Getting ‘em to play together,
that’s the hard part.”
Casey Stengel
PROFESSIONAL LEARNINGPROFESSIONAL LEARNING
Includes everyone on the staff.
How to implement the vision.
Imbedded into the workweek.
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EXAMPLE: Marylin Avenue Professional Development Calendar
The first month of the Marylin Avenue 2009-10 Professional Development Calendar is shown in theexample below.
July 27-31All day
August 20-218:00 AM to 4:00 PM
August 253:05 to 4:15 PM
September 1
September 13:00 to 4:00 PM
September 21:45 to 3:00 PM
September 23:15 to 4:30 PM
September 91:45 to 3:00 PM
September 93:15 to 4:30 PM
September 14
September 153:00 to 4:00 PM
September 161:45 to 3:00 PM
September 21
September 223:05 to 4:15 PM
September 231:45 to 3:00 PM
September 233:15 to 4:30 PM
September 243:15 to 4:30 PM
September 283:45 to 4:45 PM
September 293:00 to 4:00 PM
September 301:45 to 3:00 PM
September 303:15 to 4:30 PM
Attend the Education for the Future Summer Data Institute.
Expectations for the year. Select team members and team leaders.Review standards. Model how to unwrap standards to feature neededprerequisite skills and concepts, how to vertically align, map, pace forall curricular areas, and review assessment data. Grade-level teamscontinue with standards.
Establish a system to monitor assessment data and ensure the alignmentof standards across grade levels.
Conduct literacy assessment.
Verify Language Arts standards across grade levels.
Map Language Arts standards to the curriculum. Review assessmentdata. Create learning objectives.
Planning for the year.
Map Math standards to the curriculum. Review assessment data. Createlearning objectives.
Continue planning for the year.
Content standards English Language Arts and Math Practice.
Verify Language Arts standards across grade levels.
Work on Vision with Vickie and Brad from Education for the Future.
District writing assessment.
Monitor assessment data and ensure the alignment of standards acrossgrade levels.
Review progress.
Determine assessment reports that will assist staff in implementingand assessing standards.
Determine how to lead staff in developing common formativeassessments.
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“The key to effective
partnerships—Both parties
must contribute and both
parties must benefit.”
Jere Jacobs
PARTNERSHIP DEVELOPMENTPARTNERSHIP DEVELOPMENT
PARTNERSHIP DEVELOPMENTPARTNERSHIP DEVELOPMENT
Start with what we expectstudents to know and be ableto do.
Collaborate with: Parents Community Businesses
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Marylin Avenue staff members are aware that parents have unique insights about their child's strengthsand challenges and are eager to help with interventions at home. Involvement at school begins withcommunication. Marylin Avenue has developed good relationships with frequent communicationamong classroom teachers, support staff, and parents. Teachers do not hesitate to ask colleagues andsupport personnel for assistance in communicating with families, or in seeking clarification whenmiscommunications happen. (Throughout, the use of the term “parent” includes guardians.)
Marylin Avenue has realized this communication is critical for continued implementation of effectiveRtI processes and even more critical for evaluating the system. With this in mind, teachers are formallycommunicating with parents the multi-level interventions and the strategies or approaches used toaddress areas of concern for individual students. During parent-teacher conferences, individual studentdata are shared in visual form to highlight areas of progress and areas of concern. Teachers can thendescribe specific locations, frequencies, durations, and focuses of interventions that will be deliveredfor a student determined in need. Parents can also learn of specific activities for supporting theseefforts from home. To learn more about parent perceptions, Marylin Avenue School administers parentquestionnaires.
Teachers discuss additional ways to communicate with parents and give them strategies as a part ofprimary instruction-before students are in need of additional intervention. Ideas involve hostingstrategy workshops for parents in the evening or game nights where the focus is for parents andstudents to learn games and activities that can be done at home to support the learning as it occursin the classroom.
This could involve making or purchasing some board games, card games, music CDs, and othermaterials that allow early literacy, comprehension and vocabulary building, writing, and numeracyor math skills to be practiced at home. These materials are available at school for parents or studentsto check out, or for teachers to send home at strategic times based on individual student needs.
To better accommodate parent involvement, Marylin Avenue is looking to expand opportunities forparents to be at the school. Conferences are held during extended hours for parents who work; schoolpersonnel team up and make home visits to ensure parents are included whenever possible; andplanning parent contacts and communication with awareness and sensitivity to community or othergrade level activities, especially for families with multiple children, are just a few examples. Staffcontinually explore and discuss ways to enhance this component with each other, with the community,and especially with families.
EXAMPLE: Marylin Avenue Elementary School Partnerships
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CONTINUOUS IMPROVEMENTCONTINUOUS IMPROVEMENTis the process of using
data to continually improveall aspects of the
learning organization.
Clarify whom they have as students. Understand where the learning organization
is right now on all measures. Consider processes, as well as results. Create a vision that will make a difference
for whom they have as students. Help everyone get on the same page with
understanding how to achieve a vision. Know if what the learning organization is
doing is making a difference.
CONTINUOUSLY IMPROVINGCONTINUOUSLY IMPROVINGSCHOOLS USE DATA TOSCHOOLS USE DATA TO——
If you are not monitoringand measuring program
implementation, theprogram probably
does not exist.
EVALUATING SCHOOLEVALUATING SCHOOLPROGRAMS AND PROCESSESPROGRAMS AND PROCESSES
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Challenge current processes with data.
Inspire a shared vision.
Enable others to act.
Model the way.
Encourage the heart.
The Leadership Challenge
LEADERSHIPLEADERSHIP
THANK YOU!THANK YOU!Victoria L. Bernhardt, Ph.D.Victoria L. Bernhardt, Ph.D.Executive DirectorExecutive DirectorEducation for the FutureEducation for the [email protected]@csuchico.eduhttp://http://eff.csuchico.edueff.csuchico.edu
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