Using Data to ImproveStudent Achievement

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Our Guests:

Martha GreenwayDirector, EdTech Leaders Online, Education Development Center

Baron Rodriguez Director of state data systems, Data Quality Campaign

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ENSURING EFFECTIVE DATA USE TO IMPROVE STUDENT

ACHIEVEMENT

Baron Rodriguez, Director State Data Systems

December 2009

Federal (ARRA) Funding Effect

Every governor and chief state school officer has committed to building a P–20/workforce longitudinal data system with all 10 Essential Elements by 2011.

Policy issues previously considered “untouchable” are now being discussed. States are addressing obstacles, including legal barriers, to linking and/or using teacher and student information.

10 Essential Elements

1. Unique statewide student identifier 2. Student-level enrollment, demographic and program

participation information 3. Ability to match individual students’ test records from year to

year to measure growth 4. Information on untested students5. Teacher identifier system with ability to match teachers to

students 6. Student-level transcript information, including information on

courses completed and grades earned7. Student-level college readiness test scores8. Student-level graduation and dropout data9. Ability to match student records between the P-12 and

postsecondary systems10. State data audit system assessing data quality, validity, and

reliability

DQC Phase II: USE

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Coming inJanuary 2010:Survey results for theDQC 10 State Actions

State District Work

The Data Quality Campaign partnered with APQC Education to conduct a benchmarking study on:

Data Collection & Reporting Collecting and aggregating data from (often disparate) data sources Ensuring data reliability and validity State-district data transfer

Data Management and Analysis Best practices in data management/maintenance Best practices in data analysis

Culture Integrating data into daily activities Organizational structures, policies, practices that promote data use

Utilization Promoting use of data at all levels Professional Development/Training

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71 Participating DistrictsAldine ISD, TX*Anoka-Hennepin School District, MN*Baltimore County Public Schools, MDBedford County Department of Education, TN*Bellevue School District 405, WABlue Valley School District, KS*Carrollton-Farmers Branch ISD, TXCharles County Public Schools, MDChicago Public Schools, IL*Clark County School District, NV*Community Consolidated School District 93, IL*Community Unit School District #300, IL*Corpus Christi ISD, TX*Coventry Public Schools, RI*Cypress Fairbanks ISD, TX*Dallas ISD, TX*Dysart Unified District, AZ*East Baton Rouge Parish School Board, LA*Elk Grove Unified School District, CA*Enlarged City School District of Middletown, NY*Fairfax County Public Schools, VA*

Fort Wayne Community Schools, IN*Fort Worth ISD, TX*Fresno Unified School District, CAFulton County Schools, GA*Gaston County Schools, NC*Guilford County Schools, NC*Gwinnett County Public Schools, GA*Hampton City Public Schools, VA*Harford County Public Schools, MD*Houston ISD, TX*Humble ISD, TXIredell-Statesville Schools, NC*Jenks Public Schools, OK*KIPP: Houston, TXKlein ISD, TX*Lake Washington School District No. 414, WALos Angeles Unified School District, CA*Loudoun County Public Schools, VA*Mesa Unified School District, AZ*Metropolitan Nashville Public Schools, TN*Miami-Dade County Public Schools, FL*Montgomery County Public Schools, MD*New York City Public Schools, NY*

North Penn School District, PA*Oakland USD, CA*Palo Alto Unified School District, CA*Paradise Valley Unified District, AZ*Pasco County School District, FL*Pawtucket School Department, RIPinellas County Public Schools, FL*Poudre School District, CO*Prince William County Public Schools, VA*Richland County School District 2, SCRockwood School District, MO*Sacramento City Unified School District, CA*San Diego Unified School District, CASan Francisco Unified School District, CASt. Charles CUSD 303, IL*St. Charles Parish Public Schools, LA*Tulsa Public Schools, OK*Virginia Beach City Public Schools, VA*Wake County Public School System, NC*Washoe County School District, NV*Waukesha School District, WI*Western Heights Public Schools, OK*Westfield Washington Schools, IN*

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Best-Practice Partners

Aldine ISD, TX Fulton County Public Schools, GA

Gwinnett County Public Schools, GA Western Heights, OK

Iredell-Statesville Schools, NC Montgomery County Public Schools, MD

Palatine (CC School District 15), IL Clark County Public Schools, NV

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Key Characteristics of Best Practice Districts

• Utilize Standards-Based Measures to Inform Instructional Decisions

• Offer professional development opportunities to support a culture of data use

• Establish and leverage leadership support of a data-driven culture

• Adopt continuous improvement model that tracks key indicators

• Design and implement a data governance strategy to ensure data quality

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Challenges of district/state data connection

• Cultural: Misalignment between data requested by the state and data used by the district to improve student achievement

• Technical: State to District Data Transfer Barriers

DQC State/District Efforts

Advocate for state/district collaboration on data systems – HUGE opportunity around ARRA and I-3 (Investing in Innovation) funds.

Working on providing a clearinghouse on district data use through our website. Charlotte/Mecklenburg SD Houston, TX ISD

Provide model on state/district relationship to maximize resource capacity for scalability and sustainability

Advocate for common data standards to maximize interoperability between district/state/federal systems.

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Questions?

Baron Rodriguez(202) 295-7868

Baron@DataQualityCampaign.org

www.DataQualityCampaign.org

American Productivity & Quality Center (APQC)

Jack Grayson

Chairman

APQC

22©2009 APQC. ALL RIGHTS RESERVED. 22

APQC:American Productivity & Quality Center

Founded 1977 - $10 million from 100 Orgs. Staff: 80 Budget $12 million Business, Healthcare, Government, Education Baldrige, KM, Benchmarking, CoPs, Metrics 25-Member Education Advisory Council In 54 countries, 6 continents Mission:

Improve productivity and quality

www.apqc.org

23©2009 APQC. ALL RIGHTS RESERVED. 23

Benchmarking

Trained over 10,000 in benchmarking and Knowledge Management (KM) in 36 countries

4,500 Benchmarking & KM Research Studies Benchmarking in K-12 Education:

English Language Learners Recruiting, Selecting, Hiring Employees Managing Information Technology Professional Learning Communities Math & Science Student Achievement Response to Intervention (underway) Data Driven Decision Making

Fulton County SchoolsData-Driven Journey

Martha Greenway

Deputy Superintendent

December 1, 2009Greenwaym@fulton.k12.ga.us

Adopted the Balanced Scorecard in 2000, but then… Complexity Increases

71 Schools…………99 schools, 6 charters

67,000 Students……90,000 students

32% poverty……….40% poverty

8500 Staff…………12,000 staff

“Wish list” budget surplus……..$62.5 million cut

(so far…)$1.134 billion budget

In spite of all this….

86% 1st time passing HS exit exam .. from 77% 83.7% graduation rate .. from 72.9% 1061* SAT reading and math .. from 1027

(*75% SAT participation vs. 1016 in nation with 46% participation)

37% enrollment in AP courses vs. 11%(while maintaining 75% passing rate)

Value Statements

Each Fulton County school will educate every student to his/her fullest potential.

Fulton County will engage parents as key partners in the educational process.

Each Fulton County school will be the preferred school for its students and parents.

Each Fulton County school will provide greater value for each child’s educational experience when compared to top-performing public and private schools in the nation.

Fulton County schools will prepare each student to excel in a rapidly changing global society.

Continuous Improvement

Refined Student Achievement Measures Value-added measures Black achievement gap

Value-Added Model with Benchmark Comparison

Continuous Improvement

Teacher – level analytic tools

Continuous Improvement

Align Instructional Strategies and Professional Development

STANDARDS AUTHENTIC ASSESSMENT

DATA UTILIZATION

DIFFERENTIATED INSTRUCTION

STUDENT-FOCUSED

CULTURE & CLIMATE

PROFESSIONAL LEARNING COMMUNITIES, TECHNOLOGY & PERFORMANCE EVALUATION MANAGEMENT INTEGRATED THROUGHOUT THE MODULES

VALUE-ADDED PROFESSIONAL LEARNING MODULES

Continuous Improvement

Define and Measure Enterprise Processes

Develop Curriculum

Deliver Instruction

Assess Student Learning

Manage Financial Resources

Effectively Integrate Technology

Guiding

Processes

Supporting/Enabling

Processes

Support Student Learning

Engage Stakeholders

Ensure a Safe Environment

Core Processes

Federal, state, and local rules and regulations

Board of Education policies

Accrediting Agencies

Research and Best Practices

Manage Human Resources

Ensure Operational Efficiency

Enterprise Process Model

Process

Improvement

Themes

Students are

Nationally Competitive

Fulton County School System Strategy Map

Students Master

Curriculum

Ensure Student Achievement

Develop, Deliver and

Assess Teaching

and Learning

Support Student Learning

Ensure a Safe

Environment

Effectively Integrate Technolog

y

Ensure Operational Efficiency

Engage Stakeholders

Manage Human Resources

Manage Financial Resources

Continuous Improvement Aligned school and central

department measures Process improvement training Cross-functional action teams

for process improvement (XFATs)

Enterprise Business System Learning Management System Enhanced Student Information System Enterprise Information Model Business Intelligence tools Web Portal

Future enhancements Implement more sophisticated business intelligence tools Expand analytic skills of staff Deepen leadership understanding Align individual performance

management Expand best practice sharing Establish centralized initiative

and project management Expand risk identification Remain strategy focused through challenging financial

times

Question & Answer Session

Questions and Answers

Question #1

"Not everything that can be measured matters, and not everything that matters can be measured." How do we insure that we're engaging in authentic data-informed decision making and not merely creating more meaningless metrics around student achievement?

Question #2

Some educators are apprehensive about the use of data, either because they do not have experience with it or because they anticipate its being used as “gotcha.” What strategies are most successful in encouraging these educators to see the benefits of using data to inform instructional improvement?

Question #3

Teachers need time to review, discuss and analyze data. How do you create this time for teachers without negatively impacting instructional time?

Question #4

What guidance can you give urban school administrators on what data we need to collect that will better inform us holistically on a student's learning needs in order to help guide us in developing instruction to get more sustainable results for our children?

Question #5 How do we get students to buy

into the process?

Question #6

What is the time required and what training is required for classroom teachers to use data to improve instruction?

Question #7

How do you see struggling school districts paying for data collection?

Question #8

Are there examples at the state or district level of systems that are successfully supporting the use of the data from state longitudinal systems at the school, classroom, and student levels?

Question #9 What was the organizational impact of moving

toward this progress model of real-time accountability? How did you meet the end-user needs at all the various levels of the organization? How did you gain organizational agreement on a central vision around this work and keep the message clear and consistent?

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Best Practices in Data-Driven Decision Making

Diane Kline

APQC Education

55©2009 APQC. ALL RIGHTS RESERVED. 55

71 Participating Districts

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Best Practice Partners

Aldine ISD, TX Clark County Public Schools, NV Fulton County Public Schools, GA Gwinnett County Public Schools, GA Iredell-Statesville Schools, NC Montgomery County Public Schools, MD Palatine (CC School District 15), IL Western Heights, OK

57©2009 APQC. ALL RIGHTS RESERVED. 57

A sampling of study recommendations

Create and allocate resources for a continuous improvement

system that requires the use of longitudinal data to create and

track key performance indicators related to data use

Allocate time through department meetings, professional

learning communities, and other communication vehicles for

teachers to view, discuss and problem solve using student

level data

Build a collaborative relationship with individuals at your state

Department of Education to ensure that a standardized data

transfer process is in place to deliver timely data in easy to use

formats

Encourage leadership behavior at all levels that requires the

use of data for all meetings and individual interactions

58©2009 APQC. ALL RIGHTS RESERVED. 58

Study Recommendations Develop standardized processes for

classifying, storing and reporting errors in data entry

Establish an enterprise-wide Data Governance policy

Train and hold employees accountable for data integrity and validity

Develop interoperable data management systems to facilitate ease of cross-functional access

Best Practices in Data Driven Decision Making In the Classroom

•Impact of data use on student achievement•Build on best practice partners and learnings from first study•Fast track study; March-May•Full price-$5,000. ‘09 early bird discount $1,750

60©2009 APQC. ALL RIGHTS RESERVED. 60

Contact Information

123 N. Post Oak Lane, 3rd Floor

Houston, Texas 77024

Melanie Pavlik

APQC

123 N. Post Oak Lane, Third Floor

Houston, TX 77024

Phone: (713)685-4647

Email: mpavlik@apqc.org