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UNLOCK THE POWER OF DATA FOR CONTINUOUS
SCHOOL IMPROVEMENT
Fusion 2012 NWEA Summer Conference
Victoria L. Bernhardt Education for the Future
http://eff.csuchico.edu
!! Teachers and administrators must believe that all children can learn.
!! Schools must honestly review their data, especially classroom.
!! There must be one vision.
!! There needs to be one plan to implement the vision.
THINGS THAT NEED TO HAPPEN
THINGS THAT NEED TO HAPPEN
!! Curriculum, instructional strategies,
and assessments must be aligned to the Common Core State Standards.
!! Staff need to collaborate and use student, classroom, and school level data related to standards implementation.
Victoria L. Bernhardt, Education for the Future, Chico, CA (http://eff.csuchico.edu). Page 1 of 15
THINGS THAT NEED TO HAPPEN
!! Staff need professional development to work differently.
!! Schools need to rethink their current structures, and
avoid add-ons.
WHAT IS THE HARDEST PART FROM YOUR PERSPECTIVE?
!! Beliefs that all children can learn.
!! Schools honestly reviewing their data.
!! One vision.
!! One plan to implement the vision. !! Curriculum, instructional strategies, and
assessments aligned to standards. !! Staff collaboration and use of data related to
standards implementation.
!! Staff professional development to work differently.
!! Rethinking current structures to avoid add-ons. !
Victoria L. Bernhardt, Education for the Future, Chico, CA (http://eff.csuchico.edu). Page 2 of 15
Multiple Measures of Data
© Education for the Future, Chico, CA (http://eff.csuchico.edu)
Over time,student learning datagive information aboutstudent performance ondifferent measures.
Tells us:The impact of the program onstudent learning based uponperceptions of the programand on the processes used.
Over time,perceptionscan tellus aboutenvironmentalimprovements.
Tells us:What processes/programs work bestfor different groupsof students with respectto student learning.
Tells us:If a program is makinga difference in studentlearning results.
Tells us:The impact ofstudent perceptionsof the learningenvironment onstudent learning.
Over time,school processesshow howclassroomschange.
Tells us:Student participationin different programs andprocesses.
Tells us:What processes/programsdifferent groups ofstudents like best.
Allows the prediction ofactions/processes/programsthat best meet the learningneeds of all students.
Over time,demographicdata indicatechanges in thecontext ofthe school.
Tells us:The impact ofdemographic factorsand attitudes about thelearning environmenton student learning.
Tells us:If groups of studentsare “experiencingschool” differently.
DEMOGRAPHICS
PER
CEP
TIO
NS
STUDENT LEARNING
SCH
OO
L P
RO
CES
SES
Enrollment, Attendance,Drop-Out Rate
Ethnicity, Gender,Grade Level
Des
crip
tion
ofSc
hool
Pro
gram
san
d Pr
oces
ses
Standardized TestsNorm/Criterion-Referenced TestsTeacher Observations of Abilities
Formative Assessments
Perceptions of Learning Environment
Values and B
eliefsA
ttitudesO
bservations
Victoria L. Bernhardt, Education for the Future, Chico, CA (http://eff.csuchico.edu). Page 4 of 15
Reasons to Collect and Use Data—
DATA-DRIVEN DECISION MAKING
!! Find out where you are
!! To understand how you got there
!! Plan
!! Evaluate
!! Predict
!! Describe the context of the school and school district.
!! Help us understand all other numbers.
!! Are used for disaggregating other types of data.
!! Describe our system and leadership.
DEMOGRAPHICS ARE IMPORTANT DATA
!! Enrollment
!! Gender
!! Ethnicity / Race
!! Attendance (Absences)
!! Expulsions
!! Suspensions
DEMOGRAPHICS
Victoria L. Bernhardt, Education for the Future, Chico, CA (http://eff.csuchico.edu). Page 5 of 15
!! Language Proficiency
!! Indicators of Poverty
!! Special Needs/Exceptionality
!! IEP (Yes/No)
!! Drop-Out/Graduation Rates
!! Program Enrollment
DEMOGRAPHICS (Continued)
!! School and Teaching Assignment
!! Qualifications
!! Years of Teaching Total/School
!! Gender, Ethnicity
!! Additional Professional
Development
STAFF DEMOGRAPHICS
WHAT STUDENT DEMOGRAPHIC DATA ELEMENTS CHANGE WHEN
LEADERSHIP CHANGES?
!! Enrollment
!! Gender
!! Ethnicity/Race
!! Attendance (Absences)
!! Expulsions
!! Suspensions
!! Language Proficiency
!! Indicators of Poverty
!! Special Needs/ Exceptionality
!! IEP (Yes/No)
!! Drop-Out / Graduation Rates
!! Program Enrollment
Victoria L. Bernhardt, Education for the Future, Chico, CA (http://eff.csuchico.edu). Page 6 of 15
!! STRENGTHS: Something positive that can be seen in the data. Often leverage for improving a challenge.
!! CHALLENGES: Data that imply something might need attention, a potential undesirable result, or something out of a school’s control.
!! IMPLICATIONS FOR THE SCHOOL IMPROVEMENT PLAN are placeholders until all the data are analyzed. Implications are concepts to not forget to address in the school improvement plan. Implications most often result from CHALLENGES.
DEFINITIONS
!! The school is small.
!! Our teacher-student ratio is small.
!! Students are diverse.
EXAMPLE STRENGTHS
EXAMPLE CHALLENGES
!! Students are diverse.
!! The number and percentage of
students living in poverty has doubled
in the past 3 years.
!! We have a large percentage of
students identified for special
education services.
Victoria L. Bernhardt, Education for the Future, Chico, CA (http://eff.csuchico.edu). Page 7 of 15
EXAMPLE IMPLICATIONS FOR THE SCHOOL IMPROVEMENT PLAN
!! Do staff have the professional learning they need to teach students who live in poverty, are at-risk, and diverse?
!! Staff need to make sure all processes provide equal access to learning, regardless of student background (i.e., homework, assignments that require money, same expectations.)
!! Help us understand what students, teachers, and parents are perceiving about the learning environment.
!! We cannot act different from what we value, believe, perceive.
PERCEPTIONS ARE IMPORTANT DATA
!! Student, Staff, Parents, Alumni Questionnaires
!! Observations
!! Focus Groups
PERCEPTIONS INCLUDE
Victoria L. Bernhardt, Education for the Future, Chico, CA (http://eff.csuchico.edu). Page 8 of 15
PERCEPTIONS
What do you suppose students
say is the #1 thing that has
to be in place in order for them
to learn?
!! Know what students are learning.
!! Understand what we are teaching.
!! Determine which students need extra help.
STUDENT LEARNING ARE IMPORTANT DATA
STUDENT LEARNING DATA INCLUDE
!! Universal Screeners !! Diagnostic Assessments
!! Assessments for Learning
!! Formative Assessments (Progress Monitoring)
!! Summative Assessments (High Stakes Tests, End of Course)
Victoria L. Bernhardt, Education for the Future, Chico, CA (http://eff.csuchico.edu). Page 9 of 15
Dat
a-D
rive
n D
ecis
ion
Mak
ing
Mod
elPr
e-A
sses
smen
tFo
rmat
ive
Ass
essm
ent
Form
ativ
eA
sses
smen
tFo
rmat
ive
Ass
essm
ent
Post
-A
sses
smen
t
Proc
esse
s U
sed
Stud
ents
on t
arge
tto
goa
l
Who
are
the
y?W
ho a
re t
hey?
Who
are
the
y?W
ho a
re t
hey?
Wha
tdo
the
stud
ents
know
?
Stud
ents
need
ing
addi
tion
alsu
ppor
t
Proc
esse
s U
sed
Who
are
the
y?W
ho a
re t
hey?
Who
are
the
y?W
ho a
re t
hey?
Wha
t co
ncep
tsdo
the
y no
tun
ders
tand
?
Wha
t co
ncep
tsdo
the
y no
tun
ders
tand
?
Wha
t co
ncep
tsdo
the
y no
tun
ders
tand
?
Wha
t co
ncep
tsdo
the
y no
tun
ders
tand
?
Wha
t sk
ills
do s
tude
nts
need
?
Wha
t sk
ills
do s
tude
nts
need
?
Wha
t sk
ills
do s
tude
nts
need
?
Wha
t sk
ills
do s
tude
nts
need
?
Proc
esse
sal
tere
dPr
oces
ses
alte
red
Proc
esse
sal
tere
dPr
oces
ses
alte
red
GO
AL:
Wha
t w
eex
pect
stud
ents
to k
now
and
beab
le t
o do
.
Prof
essi
onal
lear
ning
req
uire
d?W
hat
conc
epts
/top
ics?
© E
duca
tion
for
the
Fut
ure,
Chi
co, C
A (
http
://e
ff.c
such
ico.
edu)
Victoria L. Bernhardt, Education for the Future, Chico, CA (http://eff.csuchico.edu). Page 10 of 15
SCHOOL PROCESSES ARE IMPORTANT DATA
!!Tell us about the way we work.
!!Tell us how we get the results we are getting.
!!Help us know if we have instructional coherence.
SCHOOL PROCESSES INCLUDE
!! Standards Implementation
!! Curriculum
!! Instructional Strategies
!! Assessment Strategies
!! Programs/Processes
Victoria L. Bernhardt, Education for the Future, Chico, CA (http://eff.csuchico.edu). Page 11 of 15
!! Instructional Coherence.
!! A shared Vision for School
Improvement.
!! Data-Driven Decision Making.
PRECONDITIONS FOR SCHOOL IMPROVEMENT
Victoria L. Bernhardt, Education for the Future, Chico, CA (http://eff.csuchico.edu). Page 14 of 15
!! Challenge current processes with data.
!! Inspire a shared vision.
!! Enable others to act.
!! Model the way.
!! Encourage the heart.
The Leadership Challenge
LEADERSHIP
THANK YOU!
Victoria L. Bernhardt Education for the Future [email protected] http://eff.csuchico.edu
Victoria L. Bernhardt, Education for the Future, Chico, CA (http://eff.csuchico.edu). Page 15 of 15