Vermont Data Consortium

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Vermont Data Consortium

• Administrator Network Meeting
• October 29, 2007
• Educational Data Leadership

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Welcome Introductions

• Your facilitators
• Amy Cole, VDC Executive Director
• John Ferrara, VDC Data Coordinator
• Additional Introductions
• George Raynak, FNWSU Tech Director VDC trainer
  and data support
• John Forguites, VDC Data Technician
• Brucie Donohue, Technology Educator, Northfield
  School VDC trainer
• Denise Sanders, DOE EDW Project Manager

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Todays Agenda

• 900 Table Introductions
• 915 Welcome, Introductions Housekeeping
• 930 Building a common knowledge base
• 1030 break
• 1045 Networking across districts
• 1145 Mid-day Check-in Query Requests
• 1200 lunch
• 100 Educator Data Warehouse
• 200 District/team work
• 245 regroup
• 300 Thank you for coming!

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Todays Goals

• Develop a common ground for looking at research
  on leadership, change and data-driven decision.
  How do we make sense of it all and make it our
  own?
• Provide an opportunity to share practices around
  issues of leading school improvement. What have
  you tried? What has worked? What hasnt.
  Network, network, network.
• Hear updates from VDC staff about the EDW
  software, whats in it, how it can serve you.
• Hear from you. How can we help? How can VDC
  members collaborate in order to support one
  another?

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What is the Vermont Data Consortium (VDC)?

• The Vermont Data Consortium (VDC) is a
  collaborative of 32 supervisory unions/school
  districts partnering with the Vermont Department
  of Education and TetraData Corporation to deliver
• an education data warehouse,
• data analysis tools
• and training for data driven decision making.

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What is the Educator Data Warehouse (EDW)?

• The Education Data Warehouse (EDW) is the VDC
  database which provides school districts with the
  ability to use student and school data to make
  education decision. Trained Users in member
  districts have access to all state data stored in
  the database and have the option of adding local
  assessment or program level data. EDWs PC
  Analyzer went live in 2005 with the newest
  Classroom Analyzer being rolled out in 2007/08.

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Building a Common Knowledge Base

• Leadership Ed Change Theory
• Michael Fullan
• Andy Hargreaves Dean Fink
• Using Data for School Improvement
• Nancy Love
• Doug Reeves
• Vicky Bernhardt

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Michael Fullan

• Key Assumptions for Planning Implementing
  Change
• Do not assume that your version of what the
  change should be is the one that should or could
  be implemented.
• Assume that any significant innovation, if is to
  result in change, requires individual
  implementers to work out their own meaning
• Assume that conflict and disagreement are not
  only inevitable but fundamental to successful
  change.

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• Assume that people need pressure to change, but
  it will be effective only under conditions that
  allow them to react, to form their own position,
  to interact with other implementers, to obtain
  technical assistance, etc.
• Assume that effective change takes time.
• Do not assume that the reason for lack of
  implementation is outright rejection of the
  values embodied in the change or hard-core
  resistance to all change.
• Do not expect all or even most people or groups
  to change.
• Assume that you will need a plan that is based on
  the above assumptions.
• Assume that no amount of knowledge will ever make
  it totally clear what action should be taken.

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• 10. Assume that changing the culture of
  institutions is the real agenda, not
  implementing single solutions
• Finally, do not be seduced into looking for the
  silver bullet. Given the urgency of problems,
  there is a great vulnerability to off-the-shelf
  solutions. But most external solutions have
  failed. The idea is to be a critical consumer of
  external ideas while working from a base of
  understanding and altering local context. There
  is no complete answer out there.
• Michael Fullan,
• The New Meaning of Educational Change

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Andy Hargreaves Dean Fink

• Seven Principles of Sustainable Leadership.
• creates and preserves sustainable learning
• secures success over time
• sustains the leadership of others
• addresses issues of social justice
• develops rather than depletes human material
  resources
• develops environmental diversity and capacity
• undertakes activists engagement with the
  environment

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The Concerns-Based Adoption Model (CBAM)

• Non-use
• Orientation
• Preparation
• Mechanical
• Routine
• Refinement
• Integration
• Renewal
• Taking Charge of Change
• Hord, Rutherford, Huling-Austin Hall, 1987

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• Levels of Use Behavioral Indicators of Level
• Non-Use The user has no interest, is taking no
  action.
• Orientation The user is taking the initiative
  to learn more about the innovation.
• Preparation The user has definite plans to
  begin using the innovation.
• Mechanical The user is making changes to better
  organize use of the innovation.
• Routine The user is making few or no changes
  and has an established pattern of use.
• Refinement The user is making changes to
  increase outcomes.
• Integration The user is making deliberate
  efforts to coordinate with others in using the
  innovation.
• Renewal The user is seeking more effective
  alternatives to the established use of the
  innovation.
• .

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Team Time

• Reflect upon the these theories and your own
  school district.
• Additional literature can be found in your packet
• Use the purple Conversation Starters on your
  table.

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Using Data for School Improvement

• Nancy Love
• Doug Reeves
• Victoria Bernhardt

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Nancy Love

• There's a ton of data being collected. The trick
  is to know how to use it effectively.

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Changing Cultures

• More Emphasis
• ? Internal and collective
• accountability
• ? Ongoing data-driven
• dialogue decision making
• ? Widespread data use
• and literacy
• ? Data as feedback for
• continuous improvement
• ? Data through collective
• inquiry
• ? Data to serve

Less Emphasis External accountability
Premature data-driven decision-making
Data use as specialty of a few Data as
carrot and stick Data in isolation Data to
sort
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Victoria Bernhardt
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Victoria Bernhardt

• Levels of Analysis
• Snapshots of measurements
• Measures, over time
• Two or more variables within measures
• Two or more variables within one type of measure,
  over time
• Intersection of two types of measures
• intersection of two measures, over time
• Intersection of three measures
• Intersection of three measures, over time
• Intersection of all four measures
• Intersection of all four measures

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Doug Reeves

• Find the data
• Analyze the data
• Prioritize needs
• Set, review, revise SMART goals
• Determine strategies
• Establish results indicators

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Leading Learning Matrix
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Team Time

• Reflect upon the this research and your own
  school district.
• Additional literature can be found in your packet
• Feel free to use the purple Conversation Starters
  on your table to jumpstart a conversation.

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Take 15

• When we regroup well be sorted into four
  job-alike groups until just before 1200.
• Supt/Assoc Supts
• Building-level Admin.
• Technology Data
• Curriculum Special Education

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Regroup

• Please return to your own table to fill out the
• Mid-Day Check-In Cards and
• Query Requests
• Lunch is served!

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Educator Data Warehouse

• Whats new in EDW?
• Sample queries
• Responding to your query requests

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District/Team Work

• Take this time to work as a team, access VDC
  staff and access your VDC peers for support.

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Regroup

• What can we do for you?
• Thank you for coming and stay in touch!

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• Planning is Hard.
• Execution is Harder.
• - Roland Barth