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