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Putting Your Data to Work for Student Success,[object Object],Week One:,[object Object],Why Does Data Matter?,[object Object],09.08.10 – 09.14.10,[object Object]
Learning Objectives,[object Object],1) Understand the different types of data points that are used in the education system for measuring student achievement and district performance. 2) Know how to: find, access, present and utilize specific data sources.,[object Object]
Why?,[object Object],	“Until you have data as a backup, ,[object Object],	you are just another person ,[object Object],	with an opinion.”,[object Object],Dr. Perry Gluckman,[object Object]
What Has Changed?,[object Object],Standards-based reform and the accountability movement –,[object Object],A Nation at Risk Report,[object Object],No Child Left Behind,[object Object],	In education, the stakes have changed and the paradigm has shifted... There is a common agreement with all the stakeholders that all children can learn and must achieve academic success.,[object Object]
External and Internal Forces and Conditions Influencing Data-based Decision Making,[object Object],Public demand for evidence-base to demonstrate the effectiveness of student learning and educational programs.,[object Object],Rapid increase in sophisticated technologies for handling information.,[object Object]
External and Internal Forces and Conditions Influencing Data-based Decision Making,[object Object],Historically, data has been utilized within the K-12 system to inform decision makers at many different levels.,[object Object],However, districts have frequently used a multitude of data, with very little information on which to base decisions. Most decisions were based on experience, intuition, and political acumen rather than being systematic, complete, and research-based.,[object Object],Data provided by the State Education Agency (SEA) was not: informative for strategic decisions, delivered in a timely manner, or interoperable in the data exchange. ,[object Object]
External and Internal Forces and Conditions Influencing Data-based Decision Making:,[object Object],Data is neutral. When data is placed into context and analyzed it becomes information. When we act on the information it becomes knowledge.,[object Object],Data  alone is/are not evidence of anything, until users of the data bring concepts, criteria, theories of action, and interpretive frames of reference to the task of making sense of the data.,[object Object],Intelligent Data... intelligence: what people do in terms of abstract reasoning and deduction when observing facts or phenomena.,[object Object]
Intelligent Data,[object Object],The goal is to use data in thoughtful and strategic ways to inform all decisions at the district level - policy, management and instructional - from the boardroom to the classroom.,[object Object]
What is the Effect of Using Intelligent Data?,[object Object],This paradigm shift of using Intelligent Data to inform learning and teaching requires considerations at every level of the entire system. As school board directors and superintendents, you want to ensure the resources are aligned to provide tools that support a culture of inquiry and shift  the conversation from a monologue to a dialogue about the role of data in decision making.,[object Object]
Ways Leaders Use Data,[object Object],Diagnosing or clarifying instructional or organizational problems.,[object Object],Weighing alternative courses of action.,[object Object],Justifying chosen courses of action.,[object Object],Complying with external requests for information.,[object Object],Informing daily practice.,[object Object],Managing meaning, culture, and motivation.,[object Object]
The Four Locations of Data Use ,[object Object],State Level -  to set policies related to public school system improvement.,[object Object],Local Level -  to develop policies, strategies and initiatives focused on school district improvement.,[object Object],Building Level -  to create action plans to improve instructional programs.,[object Object],Classroom Level -  to improve instructional practice to increase student achievement.,[object Object]
Characteristics of Data-Informed Leadership,[object Object],ClarifyingFocus - Vision, Values, Theories of Action,[object Object],Changing the Culture - Cycles of Inquiry,[object Object],Creating Conditions - The Policy Environment,[object Object]
Understanding Data and Its Sources,[object Object],Data-Literacy,[object Object],	A growing competence with the interpretation of data, and a familiarity with data sources and creativity in assembling relevant data quickly and efficiently.,[object Object]
Two Types of Data,[object Object],	“In the context of schools, the essence of holistic accountability is that we must consider not only the effect variable—test scores—but also the cause variables—the indicators in teaching, curriculum, parental involvement, leadership decisions, and a host of other factors that influence student achievement.”,[object Object],(D. Reeves, Accountability for Learning, 2004),[object Object]
A Three Tier Framework,[object Object],Accountability Data,[object Object],Professional Data,[object Object],School Narrative Data,[object Object],(Reeves 2005),[object Object]
Data Categories,[object Object],Student Learning,[object Object],Demographic,[object Object],Perceptual,[object Object],School Process Data,[object Object],Teacher Characteristics ,[object Object],(Bernhardt 1998, Knapp et. al 2006),[object Object]
Types of Student Data,[object Object],Demographic,[object Object],Data,[object Object],Enrollment,[object Object],Free and Reduced Lunch,[object Object],Ethnicity,[object Object],Gender,[object Object],ELL,[object Object],Special Education   ,[object Object],Graduation Rates,[object Object],Dropout Rate,[object Object],Attendance,[object Object]
Types of Student Data,[object Object],Student Learning Assessments,[object Object],PISA - Program for International Student Assessment,[object Object],TIMSS - Trends in International Mathematics and Science Study,[object Object],NAEP - The National Assessment of Educational Progress,[object Object],SAT/ACT - Scholastic Aptitude Test / American College Testing ,[object Object],AP – Advanced Placement,[object Object],ITBS/ITED - Iowa Test of Basic Skills/ Iowa Tests of Education Development,[object Object],HSPE - High School Proficiency Team,[object Object],MSP - Measures of Student Progress,[object Object]
Longitudinal Data Systems,[object Object],Data Representation,[object Object],[object Object]
Trend
Segmented,[object Object]
Data Sources,[object Object],Data Quality Campaign,[object Object],http://www.dataqualitycampaign.org/,[object Object],DQC Annual Survey Presentation,[object Object],http://tinyurl.com/dqc-annual-survey,[object Object],IES WA State SLDS Grant,[object Object],http://tinyurl.com/wa-slds,[object Object]
OSPI,[object Object],OSPI - Data and Reports,[object Object],http://k12.wa.us/dataadmin/,[object Object],OSPI - State Report Card,[object Object],http://tinyurl.com/wa-reportcard,[object Object]
KidsCount,[object Object],	The Casey Foundation provides funding and technical assistance for a nationwide network of KIDS COUNT grantee projects. They collect data about and advocate for the well-being of children at the state and local levels.  ,[object Object],http://datacenter.kidscount.org/,[object Object]
US Department of Education and NSBA,[object Object],Institute of Educational Sciences,[object Object],http://ies.ed.gov/,[object Object],http://nces.ed.gov/fastfacts/,[object Object],Center for Public Education,[object Object],http://tinyurl.com/28qkcmc,[object Object]

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Week One - Why Data?