Perspectives on Using Data in School Improvement

UNLOCK THE POWER OF DATA
FOR CONTINUOUS
SCHOOL IMPROVEMENT

Fusion 2012 NWEA Summer Conference

Victoria L. Bernhardt
Education for the Future
vbernhardt@csuchico.edu
http://eff.csuchico.edu

THINGS THAT NEED TO HAPPEN
!! Teachers and administrators must
believe that all children can learn.

!! Schools must honestly review
their data, especially classroom.

!! There must be one vision.

!! There needs to be one plan to
implement the vision.


!! Curriculum, instructional strategies,
and assessments must be aligned
to the Common Core State Standards.

!! Staff need to collaborate and use
student, classroom, and school
level data related to standards
implementation.

Victoria L. Bernhardt, Education for the Future, Chico, CA (http://eff.csuchico.edu). Page 1 of 15


!! Staff need professional
development to work differently.

!! Schools need to rethink their
current structures, and
avoid add-ons.

WHAT IS THE HARDEST PART
FROM YOUR PERSPECTIVE?
!! Beliefs that all children can learn.
!! Schools honestly reviewing their data.
!! One vision.
!! One plan to implement the vision.
!! Curriculum, instructional strategies, and
assessments aligned to standards.
!! Staff collaboration and use of data related to
standards implementation.
!! Staff professional development to work differently.
!! Rethinking current structures to avoid add-ons.
!


Multiple Measures of Data
Allows the prediction of Over time, Tells us:
actions/processes/programs demographic What processes/programs
data indicate different groups of
that best meet the learning changes in the students like best.
needs of all students. context of
the school. Tells us:
If groups of students
Tells us: are “experiencing
Student participation school” differently.
in different programs and
processes.
DEMOGRAPHICS
Tells us:
Enrollment, Attendance, The impact of
Over time, demographic factors
Drop-Out Rate
school processes Ethnicity, Gender, and attitudes about the
show how Grade Level learning environment
classrooms on student learning.
change.

Perceptions of Learning Environment
SCHOOL PROCESSES

PERCEPTIONS
School Programs

Values and Beliefs
Description of

and Processes

Observations
Attitudes

Over time,
perceptions
can tell
us about
environmental
improvements.
Standardized Tests
Norm/Criterion-Referenced Tests
Tells us: Teacher Observations of Abilities
What processes/ Formative Assessments
programs work best Tells us:
for different groups The impact of
STUDENT LEARNING student perceptions
of students with respect
to student learning. of the learning
environment on
student learning.

Tells us:
Tells us: The impact of the program on
Over time,
If a program is making student learning based upon
student learning data
a difference in student perceptions of the program
give information about
learning results. and on the processes used.
student performance on
different measures.

© Education for the Future, Chico, CA (http://eff.csuchico.edu)


DATA-DRIVEN DECISION MAKING

Reasons to Collect and Use Data—
!! Find out where you are
!! To understand how you got there
!! Plan
!! Evaluate
!! Predict

DEMOGRAPHICS ARE
IMPORTANT DATA

!! Describe the context of the school and
school district.
!! Help us understand all other numbers.
!! Are used for disaggregating
other types of data.
!! Describe our system and leadership.

DEMOGRAPHICS

!! Enrollment
!! Gender
!! Ethnicity / Race
!! Attendance (Absences)
!! Expulsions
!! Suspensions


DEMOGRAPHICS (Continued)

!! Language Proficiency
!! Indicators of Poverty
!! Special Needs/Exceptionality
!! IEP (Yes/No)
!! Drop-Out/Graduation Rates
!! Program Enrollment

STAFF DEMOGRAPHICS

!! School and Teaching Assignment
!! Qualifications
!! Years of Teaching Total/School
!! Gender, Ethnicity
!! Additional Professional
Development

WHAT STUDENT DEMOGRAPHIC
DATA ELEMENTS CHANGE WHEN
LEADERSHIP CHANGES?
!! Enrollment !! Language Proficiency
!! Gender !! Indicators of Poverty
!! Ethnicity/Race !! Special
Needs/
Exceptionality
!!Attendance
(Absences) !! IEP (Yes/No)
!! Expulsions !! Drop-Out / Graduation
Rates
!! Suspensions
!! Program Enrollment


DEFINITIONS
!! STRENGTHS: Something positive that can be
seen in the data. Often leverage for improving
a challenge.
!! CHALLENGES: Data that imply something might
need attention, a potential undesirable result, or
something out of a school’s control.

!! IMPLICATIONS FOR THE SCHOOL IMPROVEMENT
PLAN are placeholders until all the data are
analyzed. Implications are concepts to not forget
to address in the school improvement plan.
Implications most often result from CHALLENGES.

EXAMPLE STRENGTHS

!! The school is small.

!! Our teacher-student ratio is small.

!! Students are diverse.

EXAMPLE CHALLENGES

!! Students are diverse.
!! The number and percentage of
students living in poverty has doubled
in the past 3 years.
!! We have a large percentage of
students identified for special
education services.


EXAMPLE IMPLICATIONS FOR THE
SCHOOL IMPROVEMENT PLAN
!! Do staff have the professional learning
they need to teach students who live in
poverty, are at-risk, and diverse?
!! Staff need to make sure all processes
provide equal access to learning,
regardless of student background (i.e.,
homework, assignments that require
money, same expectations.)

PERCEPTIONS ARE
IMPORTANT DATA

!! Help us understand what
students, teachers, and parents
are perceiving about the learning
environment.
!! We cannot act different from what
we value, believe, perceive.

PERCEPTIONS INCLUDE

!! Student,
Staff, Parents,
Alumni Questionnaires

!! Observations

!! Focus Groups


PERCEPTIONS

What do you suppose students
say is the #1 thing that has
to be in place in order for them
to learn?

STUDENT LEARNING ARE
IMPORTANT DATA

!! Know what students are learning.
!! Understand what we are
teaching.
!! Determine which students
need extra help.

STUDENT LEARNING
DATA INCLUDE
!! Universal Screeners
!! Diagnostic Assessments
!! Assessments for Learning
!! Formative Assessments
(Progress Monitoring)
!! Summative Assessments
(High Stakes Tests, End of Course)


Data-Driven Decision Making Model
Pre- Formative Formative Formative Post-
Assessment Assessment Assessment Assessment Assessment

Processes Used

Students
on target Who are they? Who are they? Who are they? Who are they?
to goal
GOAL:
What What we
do the expect
students students
know? to know
and be
Who are they? Who are they? Who are they? Who are they? able to do.

Victoria L. Bernhardt, Education for the Future, Chico, CA (http://eff.csuchico.edu).
Students
What concepts What concepts What concepts What concepts
needing
do they not do they not do they not do they not
additional understand? understand? understand? understand?
support
What skills What skills What skills What skills
do students do students do students do students
need? need? need? need?

Professional learning required? What concepts/topics?
Processes Processes Processes Processes
Processes Used
altered altered altered altered

Page 10 of 15
© Education for the Future, Chico, CA (http://eff.csuchico.edu)

SCHOOL PROCESSES
ARE IMPORTANT DATA

!! Tell us about the way we work.
!! Tell us how we get the results
we are getting.
!! Help us know if we have
instructional coherence.

SCHOOL PROCESSES INCLUDE

!! Standards Implementation
!! Curriculum
!! Instructional Strategies
!! Assessment Strategies
!! Programs/Processes


PRECONDITIONS FOR
SCHOOL IMPROVEMENT

!! Instructional Coherence.

!! A shared Vision for School
Improvement.

!! Data-Driven Decision Making.


LEADERSHIP
!! Challenge current processes with data.
!! Inspire a shared vision.
!! Enable others to act.
!! Model the way.

!! Encourage the heart.

The Leadership Challenge

THANK YOU!
Victoria L. Bernhardt
Education for the Future
vbernhardt@csuchico.edu
http://eff.csuchico.edu


Perspectives on Using Data in School Improvement

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