SP3.0 Supporting Students with Information

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SP3.0 Supporting Students with Information

• Ivan Webb
• 2005

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Background
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Basic assumptions

• Key outcomes ? success and well-being
• 2. Requires knowledge
• 3. It is everyones job to
• Know what is happening
• Work with others to improve what is happening
• Make it easier for the next person to do well
• 4. And it is the schools job to make this
  easier!!

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Core tasks

• Management
• Working with people on the system
• Strategy easier first
• Operations everyones job
• Know what is happening
• Work with others to improve what is happening
• Make it easier for the next person

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Support Cycle
Student Support
Information(tools)
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Supporting Activities SP3.0

• Collecting data
• Processing data ? information
• Monitoring ? knowledge
• Responding ? planning, coordinating, informing,
  contacting, implementing
• Managing documentation

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Quality of data

• Depends on many factors
• Currency
• Accuracy
• Completeness
• Significance (meaning)
• Usefulness (can be applied is timely)
• Accessibility

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Improving quality

• To improve the quality of the data
• use the data extensively and widely
• engage others with the data in
• gathering
• entry
• organizing
• presenting
• considering

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Todays Agenda

• Qs Whats working, whats not and what else?
• Stories (experiences) to share
• Integration into school practices
• How are you measuring your progress?
• Histories wrt. other data
• Performance ratings whats happening?
• Clever coding ? easier and better
• Information for midyear reporting
• Controlling access

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Agenda items (cont.)

• New in 3.0
• The future Version 3.0 the DoE
• Language confidentiality

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Progress think first
TO TOP THINGS RIGHT OFF, VINCENT NOW FOUND THAT
HIS SIGHT WAS GOING
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Stories to share

• Illustrations of
• Whats working
• Whats not
• What else
• Insights things we didnt know

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2. Integration

• New or improved
• Awareness
• Practices
• Terminology
• Roles
• Documentation
• Relationships

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3. Measuring progress

• How do you know its worth the effort?

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4. Histories

• A common initial confusion
• Basic idea ? snapshot quick read
• Key events in the (educational) life of the
  student
• Not just events (incidents, actions)

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5. Performance Ratings

• Whats happening and why?
• Categories?
• Possibilities?
• Integration?

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6. Clever coding

• Whats working?

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7. Informing Midyear reporting

• Whats in the pipeline?

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8. Controlling access

• Best done at the folder/report level
• Options discuss with tech support
• Read access
• expand slowly,
• risks include duty of care
• Write access
• be conservative, risks to data quality
• Current practices and experiences?

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9. New in 3.0

• Three views same data
• Support, incidents and monitoring
• Hyperlinking
• Fast entry / update /checking
• Quick search incidents and actions
• Time and place
• Contacts

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Three Views

• Go straight to the view you need
• Incidents
• Support
• Monitoring (high support students)
• Example

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Hyperlinking

• Hyperlink to any document available thru the
  network
• Letters, IEPs, applications reports
• Programs on the internet
• Rapid access and easy annotation !!,
• Reveals/maps existing documentation
• Places sensitive info outside the database!!
• Example

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Linking to other data

• Folder setup for easy document management

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Linking to other data

• Student support files

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Fast entry / checking

• From Main Menu
• Pluses
• Faster, easier (ideal for clerical staff)
• Minuses
• Limited view reduced monitoring
• Removes entry from view of student
• Can promote task over knowledge
• Example

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Search incidents actions

• New from Main Menu
• Enter bit of text to find
• Incident description
• Incident resolution
• Support actions (description)
• Example

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Place and time

• Add a code at the begining of an incident, eg,
• N/1 defiance of duty teacher
• Run last report on report page
• Example

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Contacts

• Associate contact details with students
• Aides, family, back up
• Work arrangements
• Temporary
• Example

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10. SP3.0 and SIMS

• Situation negotiated engagement
• Recommendations
• Upgrade all current users to 3.0
• Hold further development of 3.0
• Identify and remove bugs
• Capture experiences, issues strategies for
  sharing with DoE
• Work to ensure full functionality in DoE project

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Technology and Databases
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About technology

• Technology is embedded in tools
• Tools are used to mediate activities
• Activities are meaningful within practices
• Practices involve action, learning and knowledge
• Design tools that focus on practices!!

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IT

• How do you understand IT
• Information technology (computers)
• Devices for working on information
• Information tools
• Informing tools
• What are the implications for what you do?

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Using databases

• Purpose contribute success well-being
• Rationale assists construction of knowledge
• Matching technology customized to practices
• Working knowledge users can access operate
• Cost effectiveness (depends on)
• whole school arrangements, application
• consistency of use,
• integration into everyday activities

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Database (DBMS)

• Tools for working with data
• Collect store data
• Organize data into information
• Use information to construct knowledge
• Communicate
• Show/ retrieve
• Connect
• Prompt
• Summarise

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Implementation Tasks

• Assign (joint) ownership
• Design establish procedures
• Identify train users
• Build into whole school practices
• Make improvements

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Database features

• a tool to store organize data
• a central version of what's happening
• information forms reports that select,
  organize and relate data
• shared users as required
• once only data entry
• capture tasks an unlimited time ahead
• use the reports as a basis for monitoring
  forward planning

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Additional features

• rapid checking of arrangements already in place
  (huge savings in time and effort in decision
  making)
• availability of the information from a single
  source means improved data quality
• errors, oversights, conflicts more readily
  identified addressed before they impact
• use can be improved in an ongoing way

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Using a database means

• using technology (tools) to
• work with data (content) to
• inform real people who then
• construct knowledge in order to
• do real things (actions)
• in real schools/communities
• Knowledge is always contextual !!
• Knowledge changes, and is changed by,
• the context in which it is constructed

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Knowledge, Actionand Technology

• A quick review

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Data ?Info? Knowledge

• Concepts - how we recognize things
• Data - records of events, characteristics,
• Information - organized, selected /or summarized
  data
• Knowledge - related information to enable
  prediction, basis of action
• require direct human initiative

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Action learning
Practices (activities)
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Knowledge technology
We continually (co-)constructand
(co-)reconstruct our knowledge as we act and
interact
Technology
Knowledge is both situated emergent
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Information Process (Summerdale)

• Define what do I really want to know?
• Locate where can I find what I need?
• Select what data do I really need?
• Gather how can I bring it together
• Organize how can I make it easy to use?
• Present how can I make it available?
• Apply how can I use the information?
• Assess what am I learning from this?

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About information

• Only people can work with information
• Tasks with information
• identify key data likely sources
• gather
• organize into information
• consider related information ? knowledge
• in a convenient, meaningful timely fashion

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Support website Online Discussion Group

• http//groups.yahoo.com/group/StudentSupport/