Using Naviance Data to Drive College & Career Readiness

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<ul><li><p>Using Naviance Data to Drive </p><p>College &amp; Career Readiness </p><p>Krystal Ferguson </p><p>K-12 Program Director </p></li><li><p>Agenda </p><p>Overview of Data Driven </p><p>Decision Making </p><p>What, Why, &amp; How </p><p>Focusing on Outcomes </p><p>Building a Data Culture </p></li><li><p>Overview of Data Driven </p><p>Decision Making </p></li><li><p>DDDM </p><p>D3M </p><p>Data Driven Decision Making is </p><p>The collection and analysis of data to make </p><p>decisions that improve student success. </p><p>Continual evaluation accompanied by </p><p>incremental changes. </p><p>Translation of data into knowledge and </p><p>actionable strategies. </p><p>Collaboration and communication throughout </p><p>the school, district and community. </p></li><li><p>6 </p><p>The Educators Perspective </p><p>+ + </p><p>Track &amp; Measure </p><p>Progress </p><p>Engage Students &amp; </p><p>Families </p><p>Make Data-Driven </p><p>Decisions </p></li><li><p>Data Collection &amp; Analysis </p><p>7 </p><p>The real breakthrough in increasing student </p><p>achievement is to transform information into </p><p>knowledge. Knowledge emerges through a </p><p>collaborative process as teachers and </p><p>administrators engage in conversation. Ronald S. Thomas </p><p>Director of the Center for Leadership in Education at </p><p>Towson University </p></li><li><p>What, Why, &amp; How </p></li><li><p>Theme 1: Use data to make decisions </p><p>Data </p><p>Decisions </p></li><li><p>What we want to happen </p><p>Helpful </p><p>Data </p><p>I need </p><p>to </p></li><li><p>What happens in reality </p><p>Teacher </p><p>Evaluations </p><p>Partner </p><p>Assessments </p><p>SAT </p><p> GPA </p><p> ACT </p><p> Attendance </p><p> Activities </p><p>??? </p></li><li><p>I need </p><p>to </p></li><li><p>Takeaways </p><p>Use reports to determine professions/careers to target </p><p>Careers (Career Cluster) by Student </p><p>Students by Career (Career Cluster) </p><p> Use assessment results to organize professions </p><p>Holland Interest Code (Assessment Status) </p><p>Career Cluster Finder </p><p> Use survey builder to collect feedback </p></li><li><p>I need </p><p>to </p></li><li><p>Takeaways </p><p>Use reports to determine which colleges to target </p><p>Prospective Summary </p><p>Summary Data </p><p>Application By College/Application By Student </p><p> Use batch email to request participation from college contacts </p><p> Use batch email to promote event and target specific students </p><p> Use SuperMatch to help students navigate the fair </p><p>Use survey builder to collect feedback </p></li><li><p>Focus on Outcomes </p></li><li><p>Theme 2: Focus on outcomes </p><p>Outcome </p><p>KPI </p><p>KPI </p><p>KPI </p></li><li><p>Outcome/Goal: 10% increase in students attending 4 year colleges after high school </p><p>Activities: Complete Career Interest Profiler </p><p> Complete SuperMatch College Search </p><p> Add at least 3 colleges to prospective list </p><p> Review options for financing post-secondary education </p><p> Custom surveys </p><p> For each activity, determine: - Staff: Who is responsible? - Students: Which grade levels? - Frequency: When is this measured and how often? </p><p>Data Points Measured: % who complete Holland Interest Code assessment </p><p> % who identify careers of interest </p><p> % who identify at least 3 colleges of interest </p><p> % who report they understand the links between the links between career </p><p>preparation needed, college major and projected income </p><p> % who became aware of the cost of postsecondary institutions and report </p><p>they understand available options to finance college costs </p><p>Theme 2: Focus on outcomes </p></li><li><p>Collect Data: Success Planning </p><p>Use Success Planning to assign tasks that </p><p>improve career and college data. </p><p>Link tasks to activities where possible. </p><p> For example, instead of manually marking that </p><p>a student completed a workshop, create a </p><p>post-workshop survey and assign the survey </p><p>as a task. </p><p> Utilize the built-in tasks. </p><p>Schedule planner reports to regularly assess </p><p>progress. </p></li><li><p>Planner Reports </p><p>School Names </p></li><li><p>Custom Surveys </p></li><li><p>Your Turn </p></li><li><p>Outcome/Goal: </p><p>Activities: For each activity, determine: </p><p>- Staff: Who is responsible? - Students: Which grade levels? - Frequency: When is this measured and how often? </p><p>Data Points Measured: </p><p>Theme 2: Focus on outcomes (Your Turn) </p></li><li><p>Building a Data Culture </p></li><li><p>DDDM is a culture </p><p>To be truly effective, DDDM </p><p>needs input from everyone. </p><p>Everyone needs to see value </p><p>and be invested in collecting </p><p>and analyzing data. </p><p>Staff need to openly </p><p>collaborate and take action </p><p>based on data. </p><p>In some cases, this requires a </p><p>huge attitudinal shift. Be </p><p>prepared to facilitate. </p></li><li><p>Involve multiple staff </p><p>members from various roles </p><p>in the development of data </p><p>processes. </p><p>Collaborate to make the best </p><p>possible decisions. </p><p>Use data for decisions and </p><p>information, not just </p><p>compliance. </p><p>Building a Data Culture </p></li><li><p>Building a Data Culture </p><p>Get relevant input from </p><p>students. </p><p>Help students understand </p><p>data driven decision </p><p>making. </p><p>Bolster college going </p><p>culture. </p><p>Supplement college and </p><p>career planning activities. </p></li><li><p>Questions? </p></li></ul>


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