using data f or continuous school improvement

Using Data for Continuous

School Improvement

Goal 2 SLDS GrantProvide a statewide system of professional development training for data analysis that

reaches every district.Tiered Training Delivery

✔

School District Staff

School District Leadership

ESUs and NDE Staff ✔

Statewide Data Cadre ✔

Statewide Data Cadre• ESUs/ESUCC

– Rhonda Jindra – ESU 1

– Mike Danahy – ESU 2

– Marilou Jasnoch – ESU 3

– Annette Weise – ESU 5

– Lenny VerMaas – ESU 6

– Denise O’Brien – ESU 10

– Melissa Engel – ESU 16

– Jeff McQuistan – ESU 17

• NDE– Data, Research, Evaluation

– Russ Masco– Matt Heusman– Rachael LaBounty– Kathy Vetter

– Assessment– John Moon

– Federal Programs– Beth Zillig

– Special Education– Teresa Coontz

– Curriculum– Cory Epler– Tricia Parker-Siemers

– Accreditation and School Improvement– Don Loseke– Sue Anderson

• Higher Ed– Dick Meyer – UNK

Nebraska Data Literacies

What do the data show?

DataComprehension

Why might this be?

DataInterpretation

Did our responseproduce results?

Evaluation

How should we respond?

Data Use

Data Literacies Format

1.

a.

i.

Concept

Indicators

Literacy

Data Literacieshttp://www.education.ne.gov/DataServices/SLDS_Grant/

Data_Literacies.pdf

Nebraska Data Literacies and Their Relationship to the

Continuous School Improvement Process

Nebraska Data Literacies

What do the data show?

DataComprehension

Why might this be?

DataInterpretation

Did our response produce results?

Evaluation

How should we respond?

Data Use

Data Use Curriculum

Nebraska Data

Literacies

Bernhardt, V.L. (2013)

Data Analysis for Continuous

School Improvement

(Third Edition)

New York, NY: Routledge

Page 14

Where are we now?

How did we get to where we are?

Where do we want to be?

How are we going to get to where we want to be?

Is what we are doing making a difference?

Data Literacy 1What do the data show?

Data Literacy 2Why might that be?

Data Literacy 3How should we respond?

Data Literacy 4Did our response produce results?

Data Literacy 2Why might that be?

Page 14

FOCUSED ACTS OF IMPROVEMENT

Data Analysis for Continuous

School Improvement Is About

What You Are Evaluating Yourself

Against

Data Literacy 1What do the data show?

Data Literacy 2Why might that be?

Data Literacy 2Why might that be?

Data Literacy 3How should we respond?

Data Literacy 4Did our response produce results?

IMPORTANT NOTES

• Continuous School Improvement

describes the work that schools do,

linking the essential elements

• Continuous School Improvement is

a process of evidence, engagement,

and artifacts

A PROCESS OF EVIDENCE, ENGAGEMENT, AND ARTIFACTS

Evidence:

• Data to inform and drive a logical progression of

next steps.Engagement:

• Bringing staff together to inform improvement

through the use of data, moving from personality

driven to systemic and systematic.

Artifacts:

• The documentation of your improvement efforts.

RANDOM ACTS OF IMPROVEMENT

FOCUSED ACTS OF IMPROVEMENT

Four Types of Data

Data Literacy 1What do the data show?

Page 17

Demographic Data

Page 17

Describe the context of the schooland school district.

Help us understand all other numbers.

Are used for disaggregatingother types of data.

Describe our system and leadership.

DEMOGRAPHICS AREIMPORTANT DATA

Enrollment

Gender

Ethnicity / Race

Attendance (Absences)

Expulsions

Suspensions

DEMOGRAPHICS

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/At this School

Gender, Ethnicity

Additional Professional

Development

STAFF DEMOGRAPHICS

NDE Data Profile – Reports in DRS

Data ProfileEnrollment example

Data Profile-Enrollment by Ethnicity

Data ProfileEthnicity Not SPED/ SPED Example

Perceptual Data

Page 17

Help us understand whatstudents, staff, and parents are perceiving about the learning environment.

We cannot act differently from what we value, believe, perceive.

PERCEPTIONS AREIMPORTANT DATA

Student, Staff, Parent,Alumni Questionnaires

Observations

Focus Groups

PERCEPTIONS INCLUDE

PERCEPTIONS

What do you suppose students

say is the #1 “thing” that has to

be in place in order for them to

learn?

Perceptual Data• Surveys are available for students, parent, staff,

for districts/schools that will work with their ESU staff developer to learn how to analyze the perceptual data

• Districts/schools complete a (revised) form Schools receive links to the surveys

• Schools and ESU staff developer will receive the perceptual survey data

Perceptual Data Request FormReturn to ESU Staff Developer

Perceptual Data

• Ability to administer surveys will be available in future years as well

• NDEs capacity to manage the perceptual data surveys is developing

• The data belongs to the districts/schools

Student Learning Data

Page 17

Know what students are learning.

Understand what we are teaching.

Determine which studentsneed extra help.

STUDENT LEARNING AREIMPORTANT DATA

STUDENT LEARNINGDATA INCLUDE

Diagnostic Assessments(Universal Screeners)

Classroom Assessments

Formative Assessments(Progress Monitoring)

Summative Assessments(High Stakes Tests, End of Course)

Defined:

Pages54-57

School Process Data

Page 17

Schools are perfectly designed to

get the results they are getting now.

If schools want different results,

they must measure and then change

their processes to create the

results they really want.

SCHOOL PROCESSES

SCHOOL PROCESSES

Processes include…

Actions, changes, functions that bring about a desired result

Curriculum, instructional strategies, assessment, programs, interventions…

The way we work.

Tell us about the waywe work.

Tell us how we get theresults we are getting.

Help us know if we have instructional coherence.

SCHOOL PROCESSES AREIMPORTANT DATA

SCHOOL PROCESSES DEFINITIONS

INSTRUCTIONAL: The techniques and strategies that teachers use in the learning environment.

ORGANIZATIONAL: Thosestructures the school puts in placeto implement the vision.

ADMINISTRATIVE: Elements about schooling that we count, such as class sizes.

CONTINUOUS SCHOOL IMPROVEMENT: The structures and elements that help schools continuously improve their systems.

PROGRAMS: Programs are planned series of activities and processes, with specific goals.

SCHOOL PROCESSES DEFINITIONS

DATA INVENTORIES - APPENDIX B

Pages 265-334

Review implications across data. Look for commonalities.

Create an aggregated list ofimplications for the schoolimprovement plan.

MERGE STRENGTHS, CHALLENGES,AND IMPLICATIONS FOR THE SCHOOL

IMPROVEMENT PLAN

After analyzing all four types of data

AGGREGATING IMPLICATIONS

• Intersections

• Presentation

and

interpretation/en

gagement as a

function of

analysis.Page 17

Page 343

NDE Continuous School Improvement

2014-2015 Workshops

• Sept. 25-26– North Platte • October 6-7 – Kearney• October 23-24 – Norfolk• October 27-28 - Omaha

• Each school will receive a copy of Data Analysis for Continuous School Improvement

Fall CIP Workshops Agenda

Why Data Analysis? - What would it take to ensure student learning at

every grade level, in every subject area, and with every student group?

- Strengths/Challenges/Implications protocol using Demographic Profile Data

- Analyze District Data with DRS Reports