USING DATA FOR TARGETED INTERVENTIONS

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USING DATA FOR TARGETED INTERVENTIONS

• NCES Stat-DC 2006 Summer Forum and Data
  Conference
• July 27, 2006
• Washington, DC

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VISION TO KNOW AN DO

• Participants
• Irene K. Spero, Vice President, CoSN and Project
  Director, Vision to Know and Do
• Bertha Doar, Ph.D ,Director of Data Analysis and
  Quality Management, Rockwood School
  District,Eureka, MO 

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PRESENTATION OUTLINE

• Learning about CoSNs Data-driven Decision Making
  Initiative Vision to Know and Do
• Hearing about the approach of Rockwood School
  District (MO) to data-driven decision making and
  targeted interventions
• Engaging the audience with questions

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VISION TO KNOW AND DOwww.3d2know.org

• Launched in 2003 by CoSN to help educators use
  data effectively. This initiative is
• a highly-respected source of up-to-date,
  unbiased information
• an easy to use mechanism for educating school
  leaders
• a nationally-recognized framework for sharing
  knowledge
• Supported by Founding Partners ETS, IBM and SAS
  with additional support from Co-nect, Dell,
  Pearson Education, Plato Learning, PowerSchool ,
  SchoolNet, and Texas Instruments. Scholastic
  Administr_at_tor is the Media Partner.

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NCLB

• "Information is the key to holding schools
  accountable for improved performance every year
  among every student groupData is our best
  management tool.  I often say that what gets
  measured, gets done.  If we know the contours of
  the problem, and who is affected, we can put
  forward a solution.  Teachers can adjust lesson
  plans.  Administrators can evaluate curricula. 
  Data can inform decision-making.  Thanks to No
  Child Left Behind, we're no longer flying
  blind." 
• Secretary of Education Margaret Spellings

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DEFINITION

• Data-Driven Decision Making
• A process of making choices based on appropriate
  analysis of relevant information

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CHANGING THE MINDSET

• Why does education data make educators so
  uncomfortable? To only slightly exaggerate, for
  the past 150 years data was something a third
  party required you to gather about yourself so
  they could embarrass you with it three months
  later. Or so teachers and administrators
  believed. Data was something higher-ups would use
  to catch you doing something wrong.
• No longer. As Montgomery County MD
  Superintendent Jerry Weast elegantly says, in his
  district, he uses data to catch you doing
  something right. Thats the good news. The better
  news is that the idea is catching on.

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FROM VISION TO ACTION

• From Vision to Action How School Districts Use
  Data to Improve Performance
• A CoSN publication for school district leaders
  and K-12 educators seeking ways to implement a
  data-driven decision making process

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KEY THEMES

• Implementing a successful school district
  data-driven decision making process requires a
  collaborative team approach.
• The process is continual and cyclical moving from
  the collection of data , to reporting and
  analysis and finally to using data for targeted
  interventions.
• Technology tools can be effectively utilized in
  the process.

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DATA DRIVEN DECISION MAKING PROCESS

• A process of three functional areas
• collection, integration and dissemination of
  data
• analysis and reporting of data and
• process and procedures for acting on the data.

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PROGRESS IN DATA DRIVEN DECISION MAKING

• Majority of districts are making progress in
  collection of data and most are working towards
  analysis and reporting.
• Challenging task remains providing teachers with
  proven strategies for targeted interventions in
  the classroom.

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DATA COLLECTION AND INTEGRATION CHECKLIST

• Is a data warehouse in place?
• Are the technical and human support tools in
  place to move data from warehouse to schoolhouse?
• Are systems developed to integrate data into
  instruction?
• Are teachers using assessments to measure
  progress?
• Are curriculum and assessments aligned to
  standards?

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DATA ANALYSIS CHECKLIST

• Do teachers have access to data in an easy-to-use
  format soon after assessment?
• Does the district support the process with
  analytical tools and trained staff to give
  decision makers confidence in the data and tools?
• Are teachers trained to use item analysis to
  understand student outcomes and instructional
  effectiveness?

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USING DATA CHECKLIST

• Does the district provide the tools and training
  to interpret and query data?
• Have data teams developed a process for
  identifying, recommending and implementing
  intervention based on data?
• Do district and school-site change agents support
  teachers and their use of targeted interventions?

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ROCKWOOD SCHOOL DISTRICT APPROACH

• An example of how one district is using data for
  targeted intervetions

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ONLINE ASSESSMENT TOOL

• Take a simple 10-question assessment is available
  at 3d2know.cosn.org/assessment/survey.cfm
• Receive an immediate response
• Learn where you are in the process of becoming a
  data rich district

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FAQS

• Visit www.3d2know.org
• View the full list of FAQs
• Coming Soon Moderated discussion around these
  questions

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TEN REASONS TO BRING DATA INTO DECISIONS

• Assess the current and future needs of students
• Decide what to change
• Determine if goals are being met
• Engage in continuous school improvement
• Identify root causes of problems
• Align instruction to standards.
• Provide personalized instruction.
• Track professional development
• Meet accountability provisions of NCLB
• Keep constituents informed about progress.

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NEW!! PROFESSIONAL DEVELOPMENT

• Professional development resources for district
  level technology decision makers,
• Based on CoSN Essential Skills Framework
• Includes backgrounder book and workshop CD with
  participant workbook to teach you everything you
  need to know about using data effectively in the
  educational process.
• Available at https//my.cosn.org/mycosn/store/

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FOR ADDITIONAL INFORMATION www.3d2know.org

• What's New
• Publications
• Best Practices
• Other Resources
• Subscribe to the Newsletter

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ABOUT COSN

• CoSN Mission
• CoSN is the countrys premier voice in education
  technology leadership with a mission to serve as
  the national organization for K-12 technology
  leaders who use technology strategically to
  ultimately improve teaching and learning.
• CoSN provides products and services to support
  and nurture leadership development, advocacy,
  coalition building, and awareness of emerging
  technologies.
• Audience
• Key technology leaders at the school district,
  state and national level and from the private
  sector

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COSN LEADERSHIP INITIATIVE

• New!! Accessible Technologies for All Students
  Project
• http//www.accessibletech4all.org/
• increasing achievement and success for all
  students through the unlimited and effective use
  of accessible technologies
• Taking Total Cost of Ownership (TCO) to the
  Classroom http//classroomtco.cosn.org/
• Helping School Leaders Budget More Accurately
  for Education Technology
• Safeguarding the Wired Schoolhouse
• http//safewiredschools.cosn.org/
• Resources to Help School Administrators
  Understand Internet Safety Strategies
• 3D Vision to Know Do
• http//3d2know.cosn.org/
• Enabling Educators to Think Strategically about
  the Use of Data Driven Decision-Making
• Cyber Security for the Digital District
• http//securedistrict.cosn.org/
• Ensuring Security of School Networks

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THANKS FOR COMING!!

• Irene K. Speroirene_at_cosn.orgVice
  President202-861-2676 x112 1710 Rhode Island
  Ave., NW 900Washington, DC 20036www.cosn.org