District Data System Support for Student Learning

District-wide Data System Support for Learning [email_address]

“ More Alike Than Different”

Lee Bussard ,[object Object],[object Object],[object Object]

Things to think about . . . ,[object Object],[object Object],[object Object],[object Object]

“ Leadership Matters!” ,[object Object]

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[object Object],Education Alliance at Brown University “ Leadership Capacities for a Changing Environment” (2005)

District System Capacity Issues ,[object Object],[object Object],[object Object],[object Object],[object Object],Education Alliance at Brown University Leadership Capacities for a Changing Environment” (2005)

District System Capacity Issues ,[object Object],[object Object],[object Object],Education Alliance at Brown University “ Leadership Capacities for a Changing Environment” (2005)

The “Data Wise” Improvement Process ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Boudett, City & Murnane (2006) Harvard Education Letter

The “Data Wise” Improvement Process ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

The “Data Wise” District ,[object Object],[object Object],[object Object],[object Object],[object Object],Boudett, City & Murnane (2006) Harvard Education Letter

All birds have wings – the difference is some fly, while others walk.

“ Say . . . We’re organized the same, but they are making greater progress.

K-12 Curriculum Instruction Assessment Plan Direction of Flight ,[object Object],[object Object],[object Object],District Technology Plan District Budget Plan Progress High School Improvement Plan Cheers Elementary School Improvement Plan Hope Middle School Improvement Plan Hardy Elementary School Improvement Plan Hardy Elementary School Improvement Plan District Transportation Plan District Special Services Plan

Nine Characteristics of High-Performing Schools Frequent monitoring of learning & teaching High standards & expectations for all students High levels of family & community involvement A supportive learning environment High levels of collaboration & communication A clear & shared focus Curriculum, instruction & assessments aligned Focused professional development Effective school leadership

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3. Effective school leadership.

4. High levels of collaboration and communication.

5. Curriculum, instruction and assessments aligned.

6. Frequent monitoring of learning and teaching.

7. Focused professional development.

8. A supportive learning environment.

9. High levels of family and community involvement.

A clear portrait of student success requires multiple assessment measures .

T eacher judgment, observation, expectations P arent assessment, information, expectations C lassroom assessment – teacher developed S tandardized, norm-referenced assessment W ASL state assessment S tandards-based curriculum assessment measures

Programs Perceptual Learning Demographics Perspective on the 4 domains of data

 Enrollment  Attendance  Dropout rate  Ethnicity  Gender  Grade level -- Over time, demographic data indicate changes in the context of the school.  Description of school programs and processes  Perception of learning environment  Values and beliefs  Attitudes  Observations ,[object Object],[object Object],[object Object],[object Object],-- Over time, school processes show how classrooms change. -- Over time, perceptions can tell us about environmental improvements. -- Over time, student learning data give information about student performance on different measures. TELLS US: Student participation in different programs and processes. TELLS US: What processes/programs work best for different groups of students with respect to student learning. TELLS US: The impact of demographic factors and attitudes about the learning environment on student learning. TELLS US: If groups of students are “experiencing school” differently. TELLS US: What processes/programs different groups of students like best. TELLS US: If a program is making a difference in student learning results. TELLS US: The impact of student perceptions of the learning environment on student learning. TELLS US: The impact of the program on student learning based upon perceptions of the program and on the processes used. Allows the prediction of actions, processes, programs, that best meet the learning needs of all students. Multiple Measures of Data: Paying Attention to Busy Intersections SOURCE: Data Analysis for Continuous School Improvement, 2 nd edition, by Victoria L. Bernhardt (Larchmont, NY: Eye on Education, 2004). Reprinted with permission. DEMOGRAPHICS PERCEPTONS STUDENT LEARNING SCHOOL PROCESSES

Look across your district system to understand what systems and processes you have in place to impact outcomes (increase student learning).

Make Data Work For You ,[object Object],[object Object],[object Object],[object Object]

Student Success Success Without Feedback is an Accident! Study and Select Research-based Practices Assess Readiness to Benefit Collect Sort and Analyze Data Build and Analyze Portfolio Set and Prioritize Goals Implement and Monitor Plan Evaluate Plan’s Impact on Student Achievement Craft Action Plans

“ Our WSU superintendent certificate program has become a place where students enjoy coming to watch faculty work very hard. However, some of us are more interested than others.” 09-11 Cohort Student

Gay, Janet and Joan’s anticipated pre-holiday behavioral upswing

District Data System Support for Student Learning

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