Dr. Cory J. Steiner Data Steward NDASA Round Table—Midwinter Conference State of North Dakota The Future of Education: Creating a Culture of Data-Based.
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Dr. Cory J. Steiner Data Steward NDASA Round TableMidwinter
Conference State of North Dakota The Future of Education: Creating
a Culture of Data-Based Decision Making
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Objectives By the end of this presentation, participants will:
1. Understand the role leadership plays for utilizing data in
educational organizations Understand the four frames of reframing
organizations and roles the frames play in leadership Understand
importance of creating a culture of quality data Identify roles
needed to build a culture of quality data 2. Understand the State
Longitudinal Data System (SLDS) past, present, and future 3.
Understand job responsibilities of Data Steward 4. Understand
practical use of the School Profile, Assessment Inventory, ACT
Student Detail, NDSA Growth Model Roster, and NDSA Assessment
Trend, Student Directory reports, and Developmental Courses by
Subject Area, and District Developmental Courses
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Purpose The focus must be on moving from good to great Get a
little better every day `If you keep doing what you have been
doing, you will keep getting what you have been getting Stockdale
Paradox Retain faith that you will prevail in the end, regardless
of the difficulties and at the same time confront the most brutal
facts of your current reality whatever they might be Good to Great:
Why Some Companies Make the Leap and Others Don't (Collins,
2001)
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Talking Point #1: Job Responsibilities
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A Data What? A Data Steward Provide data administration for ND
K-12 State Longitudinal Data System (SLDS) Facilitate cleaning of
data (i.e.garbage in, garbage out) Provide professional development
for teachers and administrators Present to future teachers and
administrators Develop security course Develop ethics course
Develop assessment workshop Develop, lead and support services for
K-12 Registrars Major initiative and development of training
program Participate in strategic planning for the K-12 SLDS Utilize
a Strengths, Weaknesses, Opportunities, and Threats Analysis (SWOT)
Maintain a high level of professional competency Communication is
key
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Talking Point #2: Building a Culture with Quality
Leadership
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Get Two Who are the leaders in your organization? What is one
thing an educational leader can do that (if done well) will make a
difference in an organization?
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Roles for Leaders in the Data Movement AdministratorsTeachers
1. 2. 3. 4. 5. 1. 2. 3. 4 5.
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How Do You Shift Your Culture? Create A Sense of Urgency Any
successful change starts with urgency Complacency is common
throughout organizations oWe are much too complacentand we dont
even know it oDont mistake busy for non-complacent Change is not
coming It is here We must pay attention to change, but do not put
it on a pedestal Focus must shift from change to the idea of
continuous improvement oBefore this can happen, correction must
take place Bottom Line is We are paying insufficient attention to
key opportunities SLDS is the opportunity to reframe your
organization
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Reframing Organizations Four frames of reference in
decision-making (for all positions in education): 1. Human
resources (people within organization) 2. Symbolic (culture) 3.
Structural (procedures & policies) 4. Political (public) Every
decision you make in your organization has an element from each
frame (i.e.Changing your lunch schedule, school calendar, etc.).
Every decision has an affect on your culture Reframing
Organizations: Artistry, Choice, and Leadership (Bolman & Deal,
2003)
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Data-Driven CultureA Model All student achievement decisions
are based on data and not on adult preferences All instructional
staff are involved in decisions All instructional staff members are
involved in collaborative teams (PLCs) that analyze state,
district, school and classroom assessment data to: Plan instruction
Set curricular priorities (strong link with common core) Develop
action plans (with smart goals) Work towards achieving adequate
yearly progress Engage in program evaluation On-going support and
professional development is provided to refine skills in using data
to make decisions that affect students and programs Value quality
data Value a careful and ethical approach to using and sharing data
Must create a culture that values self-reflection
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Data Quality Data pays us and grades us (NCES)
Organizations/schools that value quality data engage in the
following behaviors: Challenge stereotypes that are linked to data
Dont rush to judgment Dont abuse the Y axis Dont use data to punish
or create anxiety Dont share identifiable information (FERPA)
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Remember: Rushing to Judgment Has Legal Ramifications
Personally Identifiable Information: Other information that alone,
or in combination is linked or linkable to a specific student that
would allow a person in the school community to identify the
student with reasonable certainty
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Something to Keep in Mind North Dakotas general rule is: A
groups data, whose size is less than 10, can not be publicly
displayed.
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Truth, Lies & Data Quality A school created a website
mistakenly telling 76 students they had been accepted into the
school when in fact they had not been. The US Government mistakenly
sent Christmas ornaments to 1,150 deceased marines and sailors with
a flyer about an athletic reconditioning program. Some students
were able to obtain administrative password to the system and
logged in and cleared absences /tardies for a fee. A stolen laptop
that contained command codes used to control the international
space station was not encrypted. A high school in Las Vegas was
ranked 13th among U.S. News and World Report based upon their
student teacher ratio of 4 to 1 and a 100% pass rate on AP
exams.
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Talking Point #3: The State Longitudinal Data System
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State Longitudinal Data System (SLDS)
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What is a Data Warehouse? Logical and strategic ordering and
storage of data in central area System consists of a statewide data
warehouse that allows program evaluation over single or multiple
years Integrates data from several state agencies
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SLDS Grantee States
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North Dakota Statewide Longitudinal Data System (SLDS) SLDS is
a cooperative project between: Information Technology Department
(ITD) Department of Public Instruction(DPI) North Dakota University
System (NDUS) Department of Commerce Department of Career and
Technical Education Job Service of North Dakota Education
Technology Council (ETC) Department of Health Department of Human
Services Elements for education (K-12 and higher education),
training, and employment programs For K-12, provides data for:
Program evaluation Student evaluation Student programming (next day
availability)
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http://nces.ed.gov/Programs/SLDS Evaluate teacher programs to
improve instruction Know if graduates have skills to succeed in
postsecondary and/or workforce Simplify local, state, and federal
reporting Support data-driven decision-making for all educators
Goals of Statewide Longitudinal Data Systems
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Tool for Analyzing Data How are we doing? 1.Compared to Self
Grade level, Sub Groups, Trends 2. Compared to Others National,
State, Similar Schools 3.Compared to Absolutes Standards, Cut
Scores, Scale Scores, Readiness Michael Fullan
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In-Depth Analysis Creating Information and Avoiding DRIP, (
Data Rich Information Poor ) 1.Drill Down 2. Go Visual 3.
Export
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http://nces.ed.gov/Programs/SLDS Elements of Longitudinal Data
Systems 1. Student Enrollment Information 2. Information on
Graduates, Transfers, Dropouts 3. State Assessment Scores 4.
Information on Students Not Tested 5. College-Readiness Test Scores
6. A Teacher Identifier System 7. Student Transcript Information 8.
Data on Student Transition and Success in College 9. Data on
Preparation for Success in Postsecondary Education 10. An Audit
System to Ensure Data Quality 11. Ability to Share Data from
Preschool Through College 12. Unique Student Identifiers
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ND SLDS in Stages Completed (infant) Provided data to the
Regional Education Associations (REAs) for Hess Grant Produced
matches to Workforce data for Adult Ed and CTE to create federal
reports Modified Vital Statistics system to include birth records
in the SLDS In Progress (adolescent) Expanding master person index
(Active Directory Project) Gathering requirements for postsecondary
data in the SLDS Developing data pump for Vital Statistics data
Assigning state student IDs at birth Future (adult) Review portal
products, potential vendor offerings, and the best direction for ND
Gather new report requirements and expand SLDS to gather relevant
data Plan work necessary to fulfill postsecondary grant
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PhasesNow and in the Future Training Phase 1 is ongoing
Introduce SLDS and basic features to administrative assistants,
administrators, coordinators, and directors throughout the state
288 participants oWill be doing another round of initial training
Phase 2 is beginning How to use SLDS to impact student achievement
(drill down to student level) SEED project with individual schools
from each REA (Grafton, Maddock, and Kulm)
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Talking Point #4: What Really Matters
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SLDS: An Avenue for Self-Reflection Use data for good and not
evil Data Set #1 School A Scored 3 points more per game than
previous year School B Scored 20 points more per game than previous
year Discussion QuestionGet Two What can you say about this set of
data? Data Set #2 School A Scored 70 points per game in previous
year School B Scored 38 points per game in previous year Discussion
QuestionGet Two What can you say about this set of data? Discussion
QuestionGet Two What other data do you need to say?
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Questions Districts Must AskAnd Be Able to AnswerSLDS Provides
Answers AttendanceAcademics What is the percentage of overall
attendance? What groups have the lowest attendance rate? What
groups show growth? Where is their a gap in achievement? Who is
meeting their growth targets and goals? What are the
characteristics of groups above, at, or below grade level? What
progress monitoring is taking place?
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SLDS: A Practical Approach to Training Lead to root cause
analysis Reduce the problem and not just symptom Reduce wasted
efforts and resources Encourage critical conversations and
self-reflection Reinforce rationale for decisions Root Cause
Analysis: School Leader's Guide to Using Data to Dissolve Problems
(Preuss, 2003)
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The Five Whys Simple problem-solving and identification Ask the
question why five times Dig deeper to find a cause Example: We have
too many students tardy to class Why do we have so many tardies
Students are saying they dont have time to get to their next class
Why dont students have time to get from one class to another?
Students are saying that four minutes is not enough time to get
around Why is the passing time only four minutes? We wanted to
reduce the amount of time students were in the halls Why did we
want to reduce time students were in the halls? We were having a
lot of issues with student behavior and discipline Why did we want
to reduce disciplinary problems? It was taking us away from our
classes and taking students out of our classes
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Talking Point #5: Key Reports
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Five Key Reports
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School Profile Report Purpose: Provides an overview of
enrollment, attendance, and NDSA results.
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Assessment Inventory Report Purpose: List all assessments that
are currently available in SLDS.
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School Assessment Summary Report Purpose: Provides summary
information selectable by assessment and subject area (NDSA, ACT,
MAP, AimsWeb). Drills to school assessment details by assessment
subject to allow for filtering on program and student
demographics.
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NDSA Growth Model Roster Report Purpose: Provides an overview
of individual students in comparison to meeting their growth
index
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NDSA Growth Model Roster Report: So What, Now What Goal setting
is the single most powerful motivation tool in a leaders toolkit
(Blanchard) Allows you to set SMART goals with students
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NDSA Trend Report Purpose: Provides NDSA trend data for a
school.
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Student Directory Report Purpose: Displays student proficiency
details selectable by school year, grade, school, proficiency
level, and student demographics
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Student Dashboard Will be able to designate students as at-risk
Will do so by: Attendance Assessment Scores Course Grades 10% or
more drop in average Grades below a C level Courses repeating
Failing courses
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The Student Dashboard
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New and Improved Student Dashboard
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Student Directory: So What, Now What Course Grades: In
workshop, review incoming students previous data Design seating
chart around this data Provide TLC for at-risk students Assessment
Results Review assessment results with students (individually) in
your class; set goals for future standardized assessments
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Developmental Courses By Subject Area Purpose: A districts
postsecondary enrollment in Developmental Courses, broken out by
course subject. Shows totals for high school graduating classes who
are enrolled at an NDUS campus.
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District Developmental Courses Purpose: A districts
postsecondary enrollment in Developmental Courses. Shows totals for
high school graduating classes who are enrolled at an NDUS
campus.
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Talking Point #6: Odds n Ends
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Odds n Ends Permissions REA Administrator (district) Teacher
(school) Data Share Agreements Needed for: NWEA DIBELS AimsWeb
mClass
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Things to Know Student Mismatched Information Vertical
Reporting Transportation Pictures on SLDS Aligning attendance codes
Support Questions Section on website E-mail me with questions
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Final Thoughts Have a genuine appreciation for the effort and
commitment that everyone makes because together, we shall succeed.
Casey Bradley, Jacksonville Jaguars Head Coach