using data to improve learning for all students advancing improvement in education (aie) annual...

USING DATA TO IMPROVE LEARNING FOR

ALL STUDENTS

Advancing Improvement in Education (AIE)Annual ConferenceOctober 18, 2012

Victoria L. BernhardtEducation for the Future

vbernhardt@csuchico.edu

http://eff.csuchico.edu

What would it take to ensurestudent learning increases at

every grade level, in every subject area, and with every student?

Please

discuss

at your

tables.

Teachers and administrators must believe that all children can learn.

Schools must honestly reviewtheir data, especially classroom.

There must be one vision.

There needs to be one plan to implement the vision.

THINGS THAT NEED TO HAPPEN

THINGS THAT NEED TO HAPPEN

Curriculum, instructional strategies,

and assessments must be clear and aligned to the standards.

Staff need to collaborate and use

student, classroom, and school

level data related to standards

implementation.

THINGS THAT NEED TO HAPPEN

Staff need professional learning to work differently.

Schools need to rethink their

current structures, and avoidadd-ons.

WHAT IS THE HARDEST PARTFROM YOUR PERSPECTIVE?

1. Beliefs that all children can learn.

2. Schools honestly reviewing their data.

3. One vision.

4. One plan to implement the vision.5. Curriculum, instructional strategies, and

assessments aligned to standards.6. Staff collaboration and use of data related to

standards implementation.

7. Staff professional learning to work differently.

8. Rethinking current structures to avoid add-ons.

Everyone knows— What is Continuous School

Improvement. What data are important for

continuous school improvement. How that data are important for

continuous school improvement. How to get started.

OUTCOMES

THINGS WE KNOW ABOUTIMPROVING STUDENT LEARNING

Quality of classroom instruction is

the single greatest predictor of

student learning and achievement.

Principal leadership is second . . .

Robert J. Marzano

THINGS WE KNOW ABOUT DATA USE

For data to be used to impact classroom instruction, there must be structures in place, to—

Implement a shared schoolwide vision/processes.

Help staffs review data and discuss improving processes.

Have regular, honest collaborationsthat cause learning.

LEARNING DEFINITION

Learning is the process

through which experience

causes permanent change in

knowledge or behavior.

Steven Katz

THREE POWERFUL INSIGHTSABOUT HOW PEOPLE LEARN

To develop competence (i.e., properly learn) in an area of inquiry, people must:

Learn new things (facts, ideas, etc.)

Understand those things in the context of a conceptual framework.

Organize their knowledge in ways that facilitate retrieval and application.

Reasons to Collect and Use Data—

DATA-INFORMED DECISION MAKING

Find out where you are

To understand how you got there Plan

Evaluate

Predict

What data do you use in

your school, and how do

you use the data? What do

you need to do to improve

your analysis of data?

Describe the context of the school and school district.

Help us understand all other numbers.

Are used for disaggregatingother types of data.

Describe our system and leadership.

DEMOGRAPHICS AREIMPORTANT DATA

Enrollment

Gender

Ethnicity / Race

Attendance (Absences)

Expulsions/Suspensions

Community data

DEMOGRAPHICS

Language Proficiency

Indicators of Poverty

Special Needs/Exceptionality

IEP (Yes/No)

Drop-Out/Graduation Rates

Program Enrollment

DEMOGRAPHICS (Continued)

School and Teaching Assignment

Qualifications

Years of Teaching Total/School

Gender, Ethnicity

Additional Professional

Development

STAFF DEMOGRAPHICS

WHAT STUDENT DEMOGRAPHICDATA ELEMENTS CHANGE WHEN

LEADERSHIP CHANGES?

Enrollment

Gender

Ethnicity/Race

Attendance(Absences)

Expulsions

Suspensions

Language Proficiency

Indicators of Poverty

Special Needs/ Exceptionality

IEP (Yes/No)

Drop-Out / GraduationRates

Program Enrollment

Help us understand whatstudents, teachers, and parentsare perceiving about the learning environment.

We cannot act different from what we value, believe, perceive.

PERCEPTIONS AREIMPORTANT DATA

Student, Staff, Parents,Alumni Questionnaires

Observations/Focus Groups

Student Interests

PERCEPTIONS INCLUDE

PERCEPTIONS

What do you suppose students

say is the #1 “thing” that has

to be in place in order for them

to learn?

Know what students are learning.

Understand what we are teaching.

Determine which studentsneed extra help.

STUDENT LEARNING AREIMPORTANT DATA

STUDENT LEARNINGDATA INCLUDE

Universal Screeners Diagnostic Assessments Assessments for Learning Formative Assessments

(Progress Monitoring)

Summative Assessments(High Stakes Tests, End of Course)

WHAT DO YOU USE FOR ASSESSMENT?

SCHOOL PROCESSESARE IMPORTANT DATA

Tell us about the way we work.

Tell us how we get the resultswe are getting.

Help us know if we haveinstructional coherence.

SCHOOL PROCESSES INCLUDE

Standards Implementation

Curriculum

Instructional Strategies

Assessment Strategies

Programs/Processes

WHAT PROGRAMS DO YOU USE?

Instructional Coherence.

A Shared Vision for School

Improvement.

Data-Informed Decision Making.

PRECONDITIONS FORSCHOOL IMPROVEMENT

HOW DOES A SCHOOL DO IT ALL?

State Standards

Data Teams/PLCs

Response to Intervention (RtI)

College and Career Readiness

Effective Use of Data toImprove Instruction

CREATINGA VISION AND MISSION

Comprehensive Data Analysis

Best Practices Learning

Curriculum—What we teach.

Instruction—How we teach the curriculum.

Assessment—How we assess learning.

Environment—How each person treats everyother person.

What are the factors that impact learning for our students?

“Shared visions emerge from personal

visions. This is how they derive

their energy and how they foster

commitment… If people don’t have

their own vision, all they can do is

‘sign up’ for someone else’s. The result

is compliance, never commitment.”

Peter Senge

The Fifth Discipline

EXAMPLESHARED VISION

The Mission of Marylin Avenue Elementary School is to enable ALL students to achieve their personal best, and to be respectful, thoughtful, and independent learners.

Page 63

RtI and CSI, Bernhardt and Hebért, 2011

How will you know the

students learned the

information?

What are we going to do when

students are proficient?

What are we going to do when

students are not proficient?

As you reflect on the

information you heard today,

what can you do to improve

student learning for all

students in your school?

REFLECTION

Challenge current processes with

data. Inspire a shared

vision. Enable others to act.

Model the way.

Encourage the heart.

The Leadership Challenge

LEADERSHIP

THANK YOU!

Victoria L. BernhardtEducation for the Futurevbernhardt@csuchico.eduhttp://eff.csuchico.edu