Post on 02-Jan-2016
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Looking Through Looking Through Many LensesMany Lenses
Kathleen M. HillKathleen M. Hill
Curriculum CoordinatorCurriculum Coordinator
Inter-Lakes School DistrictInter-Lakes School District
Data: The JourneyData: The JourneyFirst StepsFirst Steps
►Systematic and Systemic?Systematic and Systemic?
►Student focused?Student focused?
►Multiple sources?Multiple sources?
►Varied focus?Varied focus?
Data: A MetaphorData: A Metaphor
Data: The JourneyData: The JourneyAh HaAh Ha
►March 2006March 2006ASCDASCD
Data: The JourneyData: The JourneyAh HaAh Ha
►Summer 2006Summer 2006EFFEFF
►Summer 2007Summer 2007
Importance of DataImportance of Data
► Replace hunches with factsReplace hunches with facts
► Close the gap between the vision and where Close the gap between the vision and where we arewe are
► Identify root causes to fix a problem not a Identify root causes to fix a problem not a symptomsymptom
► Analyze school processesAnalyze school processes
Importance of DataImportance of Data
►Assess needs to target issues and Assess needs to target issues and eliminate ineffective practiceseliminate ineffective practices
►Efficient use of resourcesEfficient use of resources
►Meeting goals? Implementing vision?Meeting goals? Implementing vision?
Importance of DataImportance of Data
►Community supportCommunity support
►Continuous improvementContinuous improvement
►Predict and prevent failurePredict and prevent failure
►Predict and ensure successPredict and ensure success
Data: BarriersData: Barriers
►Lack of training to use dataLack of training to use data
►Whose job is it anyway?Whose job is it anyway?
►Focused on subject matter and not Focused on subject matter and not studentsstudents
►Professional developmentProfessional development
Data: BarriersData: Barriers
►Collecting data takes away from Collecting data takes away from teachingteaching
►Negative experiences with dataNegative experiences with data
►OverwhelmingOverwhelming
►The teachers don’t believe itThe teachers don’t believe it
Data: BarriersData: Barriers
Constant Data Collection and Constant Data Collection and FeedbackFeedback
A system is not the sum of its A system is not the sum of its parts, but rather, the parts, but rather, the
product of the interaction of product of the interaction of the partsthe parts
What Data are Important?What Data are Important?
► EnrollmentEnrollment
► AttendanceAttendance
► Ethnicity Ethnicity
►GenderGender
DemographicsDemographics
►Observe trendsObserve trends
► Use for prediction Use for prediction and planningand planning
What Data are Important?What Data are Important?
►QuestionnairesQuestionnaires
► InterviewsInterviews
► ForumsForums
►ObservationsObservations
PerceptionsPerceptions
► Understand what Understand what constituents think constituents think about the learning about the learning environmentenvironment
► People act on their People act on their perceptionsperceptions
What Data are Important?What Data are Important?
► Standardized test Standardized test ResultsResults
►GPAGPA
► Classroom Classroom AssessmentsAssessments
Student LearningStudent Learning
►OutcomesOutcomes
► Looking at different Looking at different student learning student learning results is often what results is often what schools think of as schools think of as looking at multiple looking at multiple measures measures
What Data are Important?What Data are Important?
► How do we teach How do we teach reading?reading?
► How are students How are students referred for extra referred for extra help?help?
► How do we teach How do we teach math?math?
School ProcessesSchool Processes
► Reflect on processReflect on process
►Need to know and Need to know and understand processes in understand processes in order to change resultsorder to change results
►May be the hardest data May be the hardest data to collect to collect
Multiple MeasuresMultiple Measures
One measure gives valuable information One measure gives valuable information but just a snapshot.but just a snapshot.
The information at the intersections The information at the intersections helps to define the questions we need helps to define the questions we need to ask in order to plan and predict for to ask in order to plan and predict for student success.student success.
Multiple MeasuresMultiple Measures
When multiple measures intersect:When multiple measures intersect:
Multiple MeasuresMultiple Measures
DemographicsDemographics
Your School Name Here
Enrollment Over Time 1995-1999
1995 1996 1997 1998 1999 2000
291 308 338 292 305
Your School Name HereStudent Enrollment Over Time 1995-1999
308338
305291 292
0
100
200
300
400
500
1995 1996 1997 1998 1999
Num
ber
of S
tude
nts
Multiple MeasuresMultiple Measures
PerceptionsPerceptions
12
34
5
Total Survey Respondents (N=342) African-American (N=17) Hispanic (N=200) Caucasian (N=21) Other (N=60)
Multiple MeasuresMultiple Measures
Student LearningStudent LearningYour School Name Here
SAT9 NCE Language Cohorts by Gender
LanguageLanguage Expression
Language Mechanics Spelling
Grade 2 Female 97-98 (N= ) 38.76 35.75 46.64 35.19
Grade 3 Female 98-99 (N= ) 43.89 41.42 48.51 38.34
Grade 4 Female 99-00 (N= ) 43.87 43.56 46.27 47.03
Grade 2 Male 97-98 (N= ) 42.4 40.24 48.96 34.44
Grade 3 Male 98-99 (N= ) 47.72 45.22 51.23 38.9
Grade 4 Male 99-00 (N= ) 46.63 45.38 49.13 52.22
Multiple MeasuresMultiple Measures
Student LearningStudent Learning
Your School Name HereSAT9 NCE Language Score Cohorts by Gender
Grade Two 1997-98, Grade Three 1998-99, and Grade Four 1999-00
38.8 35.8
46.6
35.243.9 41.4
48.538.3
43.9 43.6 46.3 47.042.4 40.2
49.0
34.4
47.7 45.251.2
38.946.6 45.4 49.1 52.2
0102030405060708090
100
Language Language Expression Language Mechanics Spelling
Nor
mal
Cur
ve E
quiv
alen
t
Grade 2 Female 97-98 (N= ) Grade 3 Female 98-99 (N= ) Grade 4 Female 99-00 (N= )Grade 2 Male 97-98 (N= ) Grade 3 Male 98-99 (N= ) Grade 4 Male 99-00 (N= )
Multiple MeasuresMultiple Measures
School ProcessesSchool ProcessesTop-Down Flowchart Template
Title:
1a 2a 3a
1b 2b 3b
1c 2c 3c
1d 2d 3d
1e 2e 3e
Data IntersectionsData Intersections
Two-way Intersections:Two-way Intersections:IntersectionsIntersections Can tell us---Can tell us---►Demographics by Student learningDemographics by Student learning ►If subgroups of students learn If subgroups of students learn
differently on student learning differently on student learning measuresmeasures
►Demographics by perceptionsDemographics by perceptions ►If subgroups of students are If subgroups of students are experiencing school difficultyexperiencing school difficulty
►Demographics by school processesDemographics by school processes ►If subgroups of students are If subgroups of students are represented in the different programs represented in the different programs offered by the schooloffered by the school
►Student Learning by school processesStudent Learning by school processes ►If different programs are achieving If different programs are achieving similar student learning resultssimilar student learning results
►Student learning by perceptionsStudent learning by perceptions ►If student perceptions of the learning If student perceptions of the learning environment have an impact on their environment have an impact on their learning resultslearning results
►Perceptions by school processesPerceptions by school processes ►If people are perceiving programs and If people are perceiving programs and processes differentlyprocesses differently
Data IntersectionsData Intersections
Three-way Intersections:Three-way Intersections:IntersectionsIntersections Can tell us---Can tell us---►Demographics by student learning by Demographics by student learning by perceptionsperceptions
►The impact demographic factors and The impact demographic factors and attitudes about the learning attitudes about the learning environment have on student learningenvironment have on student learning
►Demographics by student learning by Demographics by student learning by school processesschool processes
►The impact of specific programs on The impact of specific programs on different subgroups of students, as different subgroups of students, as measured by subgroup learning resultsmeasured by subgroup learning results
►Demographics by perceptions by Demographics by perceptions by school processesschool processes
►What programs different students like What programs different students like best, or the impact different programs best, or the impact different programs have on student attitudeshave on student attitudes
►Student Learning by school processes Student Learning by school processes by perceptionsby perceptions
►The relationship between the The relationship between the processes students prefer and learning processes students prefer and learning resultsresults
Data IntersectionsData Intersections
Four-way Intersections:Four-way Intersections:IntersectionsIntersections Can tell us---Can tell us---
►Demographics by student learning by Demographics by student learning by perceptions by school processesperceptions by school processes
►What processes or programs have the What processes or programs have the greatest impact on different subgroups greatest impact on different subgroups of students’ learning. According to of students’ learning. According to student perceptions, and as measured student perceptions, and as measured by student learning resultsby student learning results
Now what?Now what?
►Problem Solving CycleProblem Solving Cycle
►District/School PortfoliosDistrict/School Portfolios
►Continuous Improvement ContinuumsContinuous Improvement Continuums
Problem Solving CycleProblem Solving Cycle1.1. Identify the problemIdentify the problem
2.2. Describe hunches and hypothesesDescribe hunches and hypotheses
3.3. Identify questions and dataIdentify questions and data
4.4. Analyze multiple measuresAnalyze multiple measures
5.5. Analyze political realities and root causesAnalyze political realities and root causes
6. Develop action plan
7. Implement action plan
8. Evaluate implementation
9. Improve process
District/School PortfolioDistrict/School Portfolio
District/School PortfolioDistrict/School Portfolio
District/School PortfolioDistrict/School Portfolio
Education for the Future Initiative Continuous Improvement Continuums
INFORMATION AND ANALYSIS
OneOne TwoTwo ThreeThree FourFour FiveFive
ApproachApproach
ImplementatioImplementationn
OutcomeOutcome
Where We AreWhere We Are
►Refining District PortfolioRefining District Portfolio
►Developing School PortfoliosDeveloping School Portfolios
►Using the Problem Solving CycleUsing the Problem Solving Cycle
►CICsCICs